General Biology 1 Quarter 2

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General Biology 1 Quarter 2
science (Cagayan National High School)
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11
General Biology 1
Second Quarter
LEARNING ACTIVITY SHEET

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Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Learning Activity Sheet in GENERAL BIOLOGY 1
(Grade 11)
Copyright © 2020
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Table of Contents
Compentency Page number

• Explain coupled reaction processes and describe the
role of ATP in energy coupling and transfer. ..................... 1-15
• Explain the importance of chlorophyll and other

pigments. ..................... 16-27
• Describe the patterns of electron flow through light

reaction events. ..................... 28-47
• Describe the significant events of the Calvin cycle.

.................... 48-67
• Differentiate aerobic from anaerobic respiration.
• Explain the major features and sequence the
..................... 68-80
chemical events of cellular respiration.
• Distinguish major features of glycolysis, Krebs cycle,

electron transport chain, and chemiosmosis. ..................... 81-89
• Describe reactions that produce and consume ATP.

..................... 90-103
• Describe the role of Oxygen in respiration and
describe pathways of electron flow in the absence of
..................... 104-114
oxygen.
• Explain the advantages and disadvantages of

fermentation and aerobic respiration ..................... 115-123

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BIOLOGY 1
Name of Learner:___________________________________ Grade level:___
Section:___________________________________________ Date: ________

COUPLED REACTION PROCESSES
BACKGROUND INFORMATION FOR LEARNERS
All organisms continue to live because of energy .But how do organisms –

from bacteria and fungi to plants and animals- use energy? Adenosine Diphosphate
(ATP) is said to be the energy currency of life. Imagine the organisms as a machine.
ATP is the organism’s “battery.” It controls the amount and timing of energy to be
used and release within the cells. ATP is vital for many chemical reactions to occur,
some of which are done to replace lost molecules.
Figure 1.1. Exergonic reactions release energy, whereas endergonic reactions take in
energy.
Adapted from
https://www.macmillanhighered.com/BrainHoney/Resource/6716/digital_first_content/trunk/t
est/hillis2e/hillis2e_ch06_2.html
Endergonic Reactions (Anabolic Reactions) are nonspontaneous and

usually occur in organisms, because they need to synthesize complex molecules
such as fats, amino acids, and sugars.
Exergonic Reaction (Catabolic Reactions) are spontaneous or favourable
chemical reactions wherein the products are at a lower energy level tan the
reactants. In this case, the reactions release more energy than what was required
initially.
Practice Personal Hygiene at all times. 1

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LEARNING COMPETENCY
Explain coupled reaction processes and describe the role of ATP in energy coupling
and transfer. STEM_BIO11/12-IIa-j-1
Specifically, you will
• define Coupled Reaction.
• differentiate endergonic and exergonic reactions.
• explain the coupled reaction processes.
DIRECTIONS/INSTRUCTIONS
Answer the given activities entitled, Warming Up and Working Out. Follow
every directions presented. If you have questions, you can contact your teacher for
clarifications and assistance. Enjoy learning!
PROCEDURE
Procedures:
Read the following texts thoroughly. Take note of the concepts and details and
significant points. Aside from those readings, you are also open to watch a short
discussions entitled, Coupled Reaction and ATP
(https://www.youtube.com/watch?v=uXSoEJXvCP0)

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LEARNING ACTIVITY 1:
NEED A COUPLE
READ
Image adopted from https://images.app.goo.gl/xYqD7GFcqLkZvDku6
Coupled Reaction is a chemical reaction with a common intermediate in

which energy is transferred from one side of the reaction to the other. An example is
the formation of atp, whichis an endergonic process and is coupled to the dissipation
of a proton gradient.(https://www.biologyonline.com/dictionary/coupled-reaction)
ATP is highly unstable molecule. It spontaneously dissociates into Adenosine
diphosphate (ADP) and inorganic phosphate even when there is no activity requiring
energy. Thus, this energy is produced as free energy and is lost as heat. However,
because cells are efficient, they harness this free energy within the bonds through a
strategy called energy coupling.
Figure 1.2. In this example of a coupled reaction, the phosphorylation of glucose (an
endergonic reaction) requires energy from the hydrolysis of ATP.
Adapted from
https://www.google.com/search?q=phosphorylation+of+glucose&source=lnms&tbm=isch&sa
=X&ved=2ahUKEwiugemRgYnqAhXPUt4KHRzkB0wQ_AUoAXoECBQQAw&biw=1356&bih
=848#imgrc=rjTqyVDMtsGj8M
Simply put, a coupled biochemical reaction happens when free energy from
an exergonic reaction is used to initiate an endergenic reaction by coupling or
“joining” the two reactions, where they become complementary. The hydrolysis of
ATP is actually involved in coupled reactions with numerous biochemical processes,
such as phosphorylation of glucose ( Figure 1), which is an initial step to its
conversion to fructose. Phosphorylation is the process of adding a phosphate group
to a certain biomolecule , such as glucose, The hydrolysis of ATP is an exergonic
reaction because it releases energy. This energy will then be used for an endergonic
reaction, such as the phosphorylation of glucose. Phosphorylation creates a high-
energy but unstable intermediate. As the process continues, the phosphate group

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slightly changes in shape and fit the enzymes, which then transform the
phosphorylated glucose molecule into a fructose molecule. The conversion of these
sugars is important because glycolysis needs the fructose molecule to produce
energy.
STOP OVER
To restore the third

phosphate group that broke away
from the second phosphate group of
an ATP molecule, a fuel source
containing energy is needed. This
fuel can be obtained from the food
that we eat. Thus, we should never
deprive ourselves of carbohydrates
or lipids.
Image Adapted from https://www.youtube.com/watch?v=DzBUENjk6ZE
GUIDE QUESTIONS
Activity1.1: WARMING UP!

Answer the following questions:
1. What is Coupled Reaction?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
2. Differentiate Exergonic and Endergonic Reactions.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

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Activity1.1: WORKING OUT!

Glutamine is an essential amino acid that is helpful in maintaining healthy
intestines and immune system. It is made from condensation of glutamate with
ammonium.
Figure 1.3. A diagram showing the exergonic and endergonic reactions involved in
glutamine.
Adapted from http://www.hammiverse.com/lectures/6/1.html
Based on Figure 1.3 , explain how the coupling reaction occurs in two reactions.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
RUBRIC FOR SCORING
5 4 3 2 1
Very Needs
Excellent Average Unacceptable
Good Improvement
The idea is The idea
The idea is
clear and has very The idea is The idea is
Ideas basic or
focused to good not clear. not clear at all.
general.
the topic. details.

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REFLECTION
Direction: Accomplish this part honestly.
1. I learned that
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
2. I enjoyed most on
______________________________________________________________
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
3. I want to learn more on

______________________________________________________________
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______________________________________________________________
______________________________________________________________
_____________________________________________________________.
REFERENCES FOR LEARNERS
Ayuste, Thaddeus Owen D.,Oliva Mylene D.G., 2017 DIWA Senior High School
Series: General Biology 1,pp.138-146.
https://www.macmillanhighered.com/BrainHoney/Resource/6716/digital_first_content
/trunk/test/hillis2e/hillis2e_ch06_2.html
https://www.youtube.com/watch?v=uXSoEJXvCP0
https://www.google.com/search?q=phosphorylation+of+glucose&source=lnms&tbm=isch&sa
=X&ved=2ahUKEwiugemRgYnqAhXPUt4KHRzkB0wQ_AUoAXoECBQQAw&biw=1356&bih
=848#imgrc=rjTqyVDMtsGj8M
Image Adapted from https://www.youtube.com/watch?v=DzBUENjk6ZE
http://www.hammiverse.com/lectures/6/1.html
https://www.biologyonline.com/dictionary/coupled-reaction

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ANSWER KEY
Activity 1.1: WARMING UP!

1. What is Coupled Reaction?
It is a chemical reaction with a common intermediate in which energy is
transferred from one side of the reaction to the other. An example is
the formation of atp, whichis an endergonic process and is coupled to the
dissipation of a proton gradient.
2. Differentiate Exergonic and Endergonic Reactions.

Endergonic Reactions are nonspontaneous and usually occur in organisms,
because they need to synthesize complex molecules such as fats, amino
acids, and sugars while Exergonic Reactions are spontaneous or favourable
chemical reactions wherein the products are at a lower energy level tan the
reactants. In this case, the reactions release more energy than what was
required initially.
Activity 1.2: WORKING OUT!
Based on Figure 1.3, explain how the coupling reaction occurs in two reactions.
A coupled biochemical reaction happens when free energy from an exergonic
reaction is used to initiate an endergenic reaction by coupling or “joining” the two
reactions, where they become complementary. The hydrolysis of ATP is actually
involved in coupled reactions with numerous biochemical processes, such as
phosphorylation of glucose ( Figure 1), which is an initial step to its conversion to
fructose. Phosphorylation is the process of adding a phosphate group to a certain
biomolecule , such as glucose, The hydrolysis of ATP is an exergonic reaction
because it releases energy. This energy will then be used for an endergonic
reaction, such as the phosphorylation of glucose. Phosphorylation creates a high-
energy but unstable intermediate. As the process continues, the phosphate group
slightly changes in shape and fit the enzymes, which then transform the
phosphorylated glucose molecule into a fructose molecule. The conversion of these
sugars is important because glycolysis needs the fructose molecule to produce
energy.

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GENERAL BIOLOGY 1
Name of Learner: _______________________ Grade level:___
Section: __________________________ Date: ________

COUPLED REACTION PROCESSES
The Structure of ATP

In 1929, Karl Lohmann ( 1898-1978), a German biochemist, was given
credit for discovering ATP from extracts of muscles and liver. Prior to his study, a few
scientists were working on a chemical known as inosinic acid, where ATP was
derived from. Inosinic Acid was first discovered by Justus von Liebig when he
isolated the compound by boiling certain amino acids together , such as creatine and
creatinine. Lohman’s analysis on the ATP structure was in close competition with
other scientists but he succeeded through acid hydrolysis. The colorless substance
yielded two moles of phosphoric acid, one mole of adenine, and one mole of ribose-
5-phosphate. This structure was not confirmed until 20 years later.
ATP: Adenosine Triphosphate
Cells couple the exergonic reaction of ATP hydrolysis with endergonic reactions
to harness the energy within the bonds of ATP.
Adenosine triphosphate (ATP) is the energy currency for cellular processes. ATP
provides the energy for both energy-consuming endergonic reactions and energy-
releasing exergonic reactions, which require a small input of activation energy. When
the chemical bonds within ATP are broken, energy is released and can be
harnessed for cellular work. The more bonds in a molecule, the more potential
energy it contains. Because the bond in ATP is so easily broken and reformed, ATP
is like a rechargeable battery that powers cellular process ranging from DNA
replication to protein synthesis.
Molecular Structure
Adenosine triphosphate (ATP) is comprised of the molecule adenosine bound

to three phosphate groups. Adenosine is a nucleoside consisting of the nitrogenous
base adenine and the five-carbon sugar ribose. The three phosphate groups, in
order of closest to furthest from the ribose sugar, are labeled alpha, beta, and
gamma. Together, these chemical groups constitute an energy powerhouse. The two

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bonds between the phosphates are equal high-energy bonds (phosphoanhydride

bonds) that, when broken, release sufficient energy to power a variety of cellular
reactions and processes. The bond between the beta and gamma phosphate is
considered “high-energy” because when the bond breaks, the products [adenosine
diphosphate (ADP) and one inorganic phosphate group (Pi)] have a lower free
energy than the reactants (ATP and a water molecule). ATP breakdown into ADP
and Pi is called hydrolysis because it consumes a water molecule (hydro-, meaning
“water”, and lysis, meaning “separation”).
Figure 2.1. Adenosine Triphosphate (ATP): ATP is the primary energy currency of
the cell. It has an adenosine backbone with three phosphate groups attached.
ATP Hydrolysis and Synthesis
ATP is hydrolyzed into ADP in the following reaction:
ATP+H2O→ADP+Pi+free energy
Like most chemical reactions, the hydrolysis of ATP to ADP is reversible. The
reverse reaction combines ADP + Pi to regenerate ATP from ADP. Since ATP
hydrolysis releases energy, ATP synthesis must require an input of free energy.
ADP is combined with a phosphate to form ATP in the following reaction:
ADP+Pi+free energy→ATP+H2O
Key Terms
• Energy coupling: Energy coupling occurs when the energy produced by one
reaction or system is used to drive another reaction or system.
• Endergonic: Describing a reaction that absorbs (heat) energy from its
environment.
• Exergonic: Describing a reaction that releases energy (heat) into its
environment.
• Free energy: Gibbs free energy is a thermodynamic potential that measures
the useful or process-initiating work obtainable from a thermodynamic system
at a constant temperature and pressure (isothermal, isobaric).
• Hydrolysis: A chemical process of decomposition involving the splitting of a
bond by the addition of water.
Adapted from https://courses.lumenlearning.com

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LEARNING COMPETENCY
Explain coupled reaction processes and describe the role of ATP in energy coupling
and transfer. STEM_BIO11/12-IIa-j-1
• define ATP.
• describe the role of ATP in energy coupling and transfer.
Answer the given activity entitled, “What have I learned so far?”. If you have
questions, you can contact your teacher for clarifications and assistance. Enjoy
learning!
PROCEDURE
Answer the given activities below. Aside from this, you are open to watch a
short discussion entitled, ATP and Energy Coupling.
https://www.youtube.com/watch?v=A-AYpYwq84M

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WHAT’S YOUR ROLE?
Image adopted from https://images.app.goo.gl/1nZ8sXmrnvUZ7ydM8
READ
Figure 2.2. When ATP is hydrolyzed, it is broken down into ADP and inorganic phosphate.
This releases a large amount of energy.
Image adopted from https://images.app.goo.gl/ev2DCSakS9KoXHPu7
When energy is released through hydrolysis, ATP becomes the energy-

deficient ADP, having only two phosphate group left in sequence instead of three.
One way to transform ADP back to ATP is through the food that you consume.
The use ATP for many biological and chemical processes in the body
happens with the help of an enzyme called, ATPase . To take advantage of the high-
energy bonds in ATP, almost all cells have ATPases that help split bonds of
phosphate groups to release the energy.

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Coupled reactions usually happen in anabolic and catabolic processes

involving the same molecules. Anabolic reactions are endergonic reactions because
energy is required for them to proceed. Catabolic reactions, on the other hand, are
exergonic reactions because free energy is released from the breakdown of
molecules.
Both anabolism and catabolism must be regulated to prevent them from
occurring simultaneously. In both processes, there is a unique set of hormones
responsible for switching them on and off. Anabolic hormones include the growth
hormone, testosterone, and estrogen. Catabolic hormones include adrenaline,
cortisol, and glucagon. How is coupling reaction maintained?
Figure 2.3 .Image adopted from https://images.app.goo.gl/cU68s3ZgYCgkQMrf9
The Circadian Rhythm

Balance in anabolism and catabolism is maintained by the circadian rhythm,
which maintains regular or patterned processes in the body within a 24 – hour cycle.
The circadian rhythm is disrupted when an organism changes certain habits or
lifestyles, such as sleeping at 2a.m. or eating lunch at 3p.m. In this case, glucose
metabolism, for example, fluctuates to catch up the person’s need for energy.
STOP OVER
ATP Mechanism is an important process in the body as it ensures the

availability of energy for several bodily functions. Watch the animation showing the
process of ATP synthesis on https://www.youtube.com/watch?v=fBXSJGxfnbU (last
accessed on 8th of April 2016). In this short video, you will learn how cells capture
usable energy from the food you eat through the mitochondria, so that the high
energy electrons from food can travel to the electron transport chain. From there,
ATP is produced through ATP synthase. You will also see in the video how cyanide,
a poisonous chemical, disrupts the ATP production process and fatally affects the
individual.

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Adopted from Ayuste, Thaddeus Owen D.,Oliva Mylene D.G., 2017 DIWA Senior
High School Series: General Biology 1, “ Extend your Knowledge”, p.150.
GUIDE QUESTIONS
What have I learned so far?

1. What is ATP?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________.
2. Describe the role of ATP in energy coupling and transfer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
RUBRIC FOR SCORING
REFLECTION
Direction: Accomplish this part honestly.
1. I learned that
______________________________________________________________
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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______________________________________________________________
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______________________________________________________________

______________________________________________________________
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______________________________________________________________
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______________________________________________________________
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Series: General Biology 1,pp.138-146.
https://courses.lumenlearning.com
https://www.youtube.com/watch?v=A-AYpYwq84M
https://www.youtube.com/watch?v=fBXSJGxfnbU

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ANSWER KEY
What have I learned so far?
1. What is ATP?
Adenosine triphosphate (ATP) is the energy currency for cellular

processes. ATP provides the energy for both energy-consuming endergonic
reactions and energy-releasing exergonic reactions, which require a small
input of activation energy.
Adenosine triphosphate (ATP) is comprised of the molecule adenosine
bound to three phosphate groups. Adenosine is a nucleoside consisting of the
nitrogenous base adenine and the five-carbon sugar ribose. The three
phosphate groups, in order of closest to furthest from the ribose sugar, are
labeled alpha, beta, and gamma.
2. Describe the role of ATP in energy coupling and transfer.

Coupled reactions usually happen in anabolic and catabolic processes
involving the same molecules. Anabolic reactions are endergonic reactions
because energy is required for them to proceed. Catabolic reactions, on the other
hand, are exergonic reactions because free energy is released from the
breakdown of molecules. ATP is the energy currency of organisms. It is used an
immediate source of energy for all metabolic processes. Energy is transferred
when ATP breaks down into adenosine diphosphate ( ADP) and an inorganic
phosphate. A significant amount of energy is required to break the phosphate
bonds in ATP. However, the next processes will release energy as well. The
breakage of ATP is hydrolysis reaction ( a process of breaking the chemical
bonds y using water).
Prepared by:
HECTOR M. SALCEDO

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BIOLOGY 1
Name of Learner:___________________________________ Grade level:___
Section:___________________________________________ Date: ________
LEARNING ACITIVITY SHEET

CHLOROPHYLL AND OTHER PIGMENTS
Photosynthetic Cells
Cells get nutrients from their environment, but where do those nutrients come
from? Virtually all organic material on Earth has been produced by cells that convert
energy from the Sun into energy-containing macromolecules. This process, called
photosynthesis, is essential to the global carbon cycle and organisms that conduct
photosynthesis represent the lowest level in most food chains.
Figure 1: Photosynthetic plants synthesize carbon-based energy molecules from the energy
in sunlight. Consequently, they provide an abundance of energy for other organisms.
What Is Photosynthesis? Why Is it Important?

Photosynthesis is the process used by plants, algae and certain bacteria to
harness energy from sunlight and turn it into chemical energy.
https://www.livescience.com/51720-photosynthesis.html
Most living things depend on photosynthetic cells to manufacture the complex

organic molecules they require as a source of energy. Photosynthetic cells are quite
diverse and include cells found in green plants, phytoplankton, and cyanobacteria.
16

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During the process of photosynthesis, cells use carbon dioxide and energy from the
Sun to make sugar molecules and oxygen. These sugar molecules are the basis for
more complex molecules made by the photosynthetic cell, such as glucose. Then,
via respiration processes, cells use oxygen and glucose to synthesize energy-rich
carrier molecules, such as ATP, and carbon dioxide is produced as a waste product.
Therefore, the synthesis of glucose and its breakdown by cells are opposing
processes.
The building and breaking of carbon-based material — from carbon dioxide to

complex organic molecules (photosynthesis) then back to carbon dioxide
(respiration) — is part of what is commonly called the global carbon cycle. Indeed,
the fossil fuels we use to power our world today are the ancient remains of once-
living organisms, and they provide a dramatic example of this cycle at work. The
carbon cycle would not be possible without photosynthesis, because this process
accounts for the "building" portion of the cycle.
However, photosynthesis doesn't just drive the carbon cycle — it also creates the
oxygen necessary for respiring organisms. Interestingly, although green plants
contribute much of the oxygen in the air we breathe, phytoplankton and
cyanobacteria in the world's oceans are thought to produce between one-third and
one-half of atmospheric oxygen on Earth.
Adopted from https://www.nature.com/scitable/topicpage/photosynthetic-cells-

14025371/#:~:text=Chlorophyll%20A%20is%20the%20major,the%20cell%20from%20p
hoto%2Ddamage.
Photosynthesis takes place in two sequential stages:
1. The light-dependent reactions;

2. The light-independent reactions, or Calvin Cycle.
Light-Dependent Reactions
Just as the name implies, light-dependent reactions require sunlight. In the

light-dependent reactions, energy from sunlight is absorbed by chlorophyll and
converted into stored chemical energy, in the form of the electron carrier molecule
NADPH (nicotinamide adenine dinucleotide phosphate) and the energy currency
molecule ATP (adenosine triphosphate). The light-dependent reactions take place in
the thylakoid membranes in the granum (stack of thylakoids), within the chloroplast.
17

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Figure: The two stages of photosynthesis: Photosynthesis takes place in

two stages: light-dependent reactions and the Calvin cycle (light-independent
reactions). Light-dependent reactions, which take place in the thylakoid membrane,
use light energy to make ATP and NADPH. The Calvin cycle, which takes place in
the stroma, uses energy derived from these compounds to make GA3P from CO2.
Photosystems
Photosystems are functional units of photosynthesis, defined by a particular

pigment organization and association patters, whose work is the absorption and
transfer of light energy, which implies transfer of electrons.
https://www.sciencedirect.com/topics/agricultural-and-biological-
sciences/photosystem
18

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Figure: Photosystems I & II: As explained above, the photosystems manipulate

electrons with energy harvested from light.
Light-Independent Reactions
In the light-independent reactions or Calvin cycle, the energized electrons

from the light-dependent reactions provide the energy to form carbohydrates from
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carbon dioxide molecules. The light-independent reactions are sometimes called the
Calvin cycle because of the cyclical nature of the process.
Although the light-independent reactions do not use light as a reactant (and

as a result can take place at day or night), they require the products of the light-
dependent reactions to function. The light-independent molecules depend on the
energy carrier molecules, ATP and NADPH, to drive the construction of new
carbohydrate molecules. After the energy is transferred, the energy carrier molecules
return to the light-dependent reactions to obtain more energized electrons. In
addition, several enzymes of the light-independent reactions are activated by light.
Adopted from
https://bio.libretexts.org/Bookshelves/Microbiology/Book%3A_Microbiology_(Boundle
ss)/5%3A_Microbial_Metabolism/5.11%3A_Phototrophy/5.11C%3A_The_Two_Parts
_of_Photosynthesis#:~:text=Photosynthesis%20takes%20place%20in%20two,indep
endent%20reactions%2C%20or%20Calvin%20Cycle.
LEARNING COMPETENCY
Explain the importance of chlorophyll and other pigments. STEM_BIO11/12-IIa-j-3

• define the following:
Photosynthesis
Photosystems
Chlorophyll
• differentiate the Light and Dark Reactions.
• explain the importance of chlorophyll and other pigments.
Answer the given activities entitled, Warming Up ,Working Out and Wrapping
Up! Follow every directions presented. If you have questions, you can contact your
teacher for clarifications and assistance. Enjoy learning!
PROCEDURE
Procedures:
Read the following text thoroughly. Take note of the concepts and details and
significant points. Aside from this you are open to watch short discussions entitled,
Chloroplasts, Pigments And Photosystems in Photosynthesis.
( https://www.youtube.com/watch?v=jGIeJKPPF6o
20

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TRUE COLORS
READ
Chlorophyll is a green photosynthetic pigment found in plants, algae, and

cyanobacteria.
Chlorophyll absorbs mostly in the blue and to a lesser extent red portions of
the electromagnetic spectrum, hence its intense green color.
Green substance in producers that traps light energy from the sun, which is
then used to combine carbon dioxide and water into sugars in the process of
photosynthesis Chlorophyll is vital for photosynthesis, which helps plants get energy
from light.
Chlorophyll molecules are specifically arranged in and around pigment protein
complexes called photosystems, which are embedded in the thylakoid membranes of
chloroplasts.
Importance of Pigments and Photosystems
Certain pigment molecules in plants absorb only some wavelengths of the
visible light. They either reflect or transmit those wavelengths they do not absorb.
The pigments found in the chloroplasts have different absorption spectra depending
on the type of photosynthetic organism. In plants, chlorophyll a and chlorophyll b
have prominent absorption roles as pigments. Chlorophyll a and b differ in structure
and function. In photosynthesis, chlorophyll a plays a more important role ,as it is the
one that directly absorbs light energy. In contrast , chlorophyll b is considered an
accessory pigment because it transfers only the absorbed light energy to chlorophyll
a.
You see chlorophyll as green because this is the only color that most plants
do not absorb. Both chlorophyll a and b absorb violet, blue, and red lights, and they
reflect the green light back to our eyes.
Carotenoid, another common pigment, also plays an accessory role. It is in
the shade of yellow and orange because again, these colors are the ones that are
reflected back to our eyes. It absorbs only the violet –blue-green range. During
autumn in most temperate regions, carotenoid pigments become apparent in trees
because their chlorophyll breaks down.
21

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STOP OVER
What Cells and Organelles Are Involved in Photosynthesis?
Figure 3: Structure of a chloroplast

© 2010 Nature Education All rights reserved.
Photosynthetic cells contain special pigments that absorb light energy.
Different pigments respond to different wavelengths of visible light. Chlorophyll, the
primary pigment used in photosynthesis, reflects green light and absorbs red and
blue light most strongly. In plants, photosynthesis takes place in chloroplasts, which
contain the chlorophyll. Chloroplasts are surrounded by a double membrane and
contain a third inner membrane, called the thylakoid membrane that forms long
folds within the organelle. In electron micrographs, thylakoid membranes look like
stacks of coins, although the compartments they form are connected like a maze of
chambers. The green pigment chlorophyll is located within the thylakoid membrane,
and the space between the thylakoid and the chloroplast membranes is called
the stroma .
Chlorophyll A is the major pigment used in photosynthesis, but there are

several types of chlorophyll and numerous other pigments that respond to light,
including red, brown, and blue pigments. These other pigments may help channel
light energy to chlorophyll A or protect the cell from photo-damage. For example, the
photosynthetic protists called dinoflagellates, which are responsible for the "red
tides" that often prompt warnings against eating shellfish, contain a variety of light-
sensitive pigments, including both chlorophyll and the red pigments responsible for
their dramatic coloration.
22

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Figure 4: Diagram of a chloroplast inside a cell, showing thylakoid stacks.
Shown here is a chloroplast inside a cell, with the outer membrane (OE) and inner
membrane (IE) labeled. Other features of the cell include the nucleus (N), mitochondrion
(M), and plasma membrane (PM). At right and below are microscopic images of thylakoid
stacks called grana. Note the relationship between the granal and stromal membranes.
© 2004 Nature Publishing Group Soll, J. & Schleiff, E. Protein import into
chloroplasts. Nature Reviews Molecular Cell Biology 5, 198-208 (2004)
doi:10.1038/nrm1333. All rights reserved.
Adopted from https://www.nature.com/scitable/topicpage/photosynthetic-cells-
14025371/#:~:text=Chlorophyll%20A%20is%20the%20major,the%20cell%20from%2
0photo%2Ddamage.
GUIDE QUESTIONS

1. Define the following:
a. Photosynthesis
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
23

lOMoARcPSD|36291444
___________________________________________________________________
___________________________________________________________________
b. Photosystems
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
c. Chlorophyll
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Based on the figure, differentiate the Light –dependent and light –independent
(Calvin Cycle) Reactions.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 1.3: WRAPPING UP!

What is the importance of pigments in plants? Do the different colors or pigments
matter in terms of how light energy is absorbed?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
24

lOMoARcPSD|36291444
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
RUBRIC FOR SCORING
5 4 3 2 1
Very Needs
Excellent Average Unacceptable
Good Improvement
The idea is The idea
The idea is
clear and has very The idea is The idea is
Ideas basic or
focused to good not clear. not clear at all.
general.
the topic. details.
REFLECTION
1. I learned that
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________.
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lOMoARcPSD|36291444
Series: General Biology 1,pp.151-170..
https://www.nature.com/scitable/topicpage/photosynthetic-cells-
14025371/#:~:text=Chlorophyll%20A%20is%20the%20major,the%20cell%20fro
m%20photo%2Ddamage.
https://www.youtube.com/watch?v=jGIeJKPPF6o
https://bio.libretexts.org/Bookshelves/Microbiology/Book%3A_Microbiology_(
Boundless)/5%3A_Microbial_Metabolism/5.11%3A_Phototrophy/5.11C%3A_Th
e_Two_Parts_of_Photosynthesis#:~:text=Photosynthesis%20takes%20place%
20in%20two,independent%20reactions%2C%20or%20Calvin%20Cycle.
ANSWER KEY

1. Define the following:
a. Photosynthesis
Photosynthesis is the process used by plants, algae and certain bacteria to
harness energy from sunlight and turn it into chemical energy.
b. Photosystems
Photosystems are functional units of photosynthesis, defined by a particular
pigment organization and association patters, whose work is the absorption and
transfer of light energy, which implies transfer of electrons.
c. Chlorophyll
Chlorophyll is a green substance in producers that traps light energy from the
sun, which is then used to combine carbon dioxide and water into sugars in the
process of photosynthesis Chlorophyll is vital for photosynthesis, which helps plants
get energy from light.
26

lOMoARcPSD|36291444
2. Based on the figure, differentiate the Light –dependent and light –independent
(Calvin Cycle) Reactions.
The light-dependent reactions require light and water, occur in the thylakoids,
and produce ATP and NADPH. The light-independent reactions require carbon
dioxide, occur in the stroma, and produce high-energy sugars.
Activity 1.3: WRAPPING UP!
What is the importance of pigments in plants? Do the different colors or pigments
matter in terms of how light energy is absorbed?
Certain pigment molecules in plants absorb only some wavelengths of the
visible light. They either reflect or transmit those wavelengths they do not absorb.
The pigments found in the chloroplasts have different absorption spectra depending
on the type of photosynthetic organism . In plants, chlorophyll a and chlorophyll b
have prominent absorption roles as pigments. Chlorophyll a and b differ in structure
and function. In photosynthesis, chlorophyll a plays a more important role ,as it is the
one that directly absorbs light energy. In contrast , chlorophyll b is considered an
accessory pigment because it transfers only the absorbed light energy to chlorophyll
a. You see chlorophyll as green because this is the only color that most plants do not
absorb. Both chlorophyll a and b absorb violet, blue, and red lights, and they reflect
the green light back to our eyes. Carotenoid, another common pigment, also plays
an accessory role. It is in the shade of yellow and orange because again, these
colors are the ones that are reflected back to our eyes. It absorbs only the violet –
blue-green range. During autumn in most temperate regions, carotenoid pigments
become apparent in trees because their chlorophyll breaks down.
Prepared by:
HECTOR M. SALCEDO
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BIOLOGY 1
Name of Learner: ________________________ Grade Level: ___________

Section: ________________________________ Date: _________________
LEARNING ACTIVITY SHEETS
LIGHT REACTION
The Light Reactions
The light reactions use light energy to make two molecules needed for the next stage of
photosynthesis: the energy storage molecule ATP and the reduced electron carrier NADPH. In
plants, the light reactions take place in the thylakoid membranes of organelles called chloroplasts.
Photosystems, large complexes of proteins and pigments (light-absorbing molecules) that
are optimized to harvest light, play a key role in the light reactions. There are two types of
photosystems: photosystem I (PSI) and photosystem II (PSII).
Both photosystems contain many pigments that help collect light energy, as well as a
special pair of chlorophyll molecules found at the core (reaction center) of the photosystem. The
special pair of photosystem I is called P700, while the special pair of photosystem II is
called P680.
Figure 1: Diagram of Non-cyclic Photophosphorylation
Image credit: https://www.khanacademy.org/science/biology/photosynthesis-in-plants/the-light-

dependent-reactions-of-photosynthesis/a/light-dependent-reactions
When light is absorbed by one of the pigments in photosystem II, energy is passed inward
from pigment to pigment until it reaches the reaction center. There, energy is transferred to P680,
boosting an electron to a high energy level. The high-energy electron is passed to an acceptor
molecule and replaced with an electron from water. This splitting of water releases the O2 we
breathe. Water is split on the thylakoid lumen side of the thylakoid membrane, so the protons are
released inside the thylakoid, contributing to the formation of a gradient.
28
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lOMoARcPSD|36291444
The high-energy electron travels down an electron transport chain, losing energy as it goes.
Some of the released energy drives pumping of H+ ions from the stroma into the thylakoid, adding
to the proton gradient. As H+ ions flow down their gradient and back into the stroma, they pass
through ATP synthase, driving ATP production. ATP is produced on the stromal side of the
thylakoid membrane, so it is released into the stroma.
The electron arrives at photosystem I and joins the P700 special pair of chlorophylls in the
reaction center. When light energy is absorbed by pigments and passed inward to the reaction
center, the electron in P700 is boosted to a very high energy level and transferred to an acceptor
molecule. The special pair’s missing electron is replaced by an electron from PSII (arriving via the
electron transport chain).
The high-energy electron travels down a short second leg of the electron transport chain. At the
end of the chain, the electron is passed to NADP+ (along with a second electron) to make NADPH.
NADPH is formed on the stromal side of the thylakoid membrane, so it is released into the stroma.
In a process called non-cyclic photophosphorylation (the "standard" form of the light-
dependent reactions), electrons are removed from water and passed through PSII and PSI before
ending up in NADPH. This process requires light to be absorbed twice, once in each photosystem,
and it makes ATP. In fact, it's called photophosphorylation because it involves using light energy
(photo) to make ATP from ADP (phosphorylation).
Here are the basic steps:
● Light absorption in PSII. When light is absorbed by one of the many pigments in photosystem
II, energy is passed inward from pigment to pigment until it reaches the reaction center. There,
energy is transferred to P680, boosting an electron to a high energy level. The high-energy electron
is passed to an acceptor molecule and replaced with an electron from water. This splitting of water
releases the O2 we breathe.
● ATP synthesis. The high-energy electron travels down an electron transport chain, losing energy
as it goes. Some of the released energy drives pumping of H2 ions from the stroma into the
thylakoid interior, building a gradient. H2 ions from the splitting of water also add to the gradient.
As H2 ions flow down their gradient and into the stroma, they pass through ATP synthase, driving
ATP production in a process known as chemiosmosis.
● Light absorption in PSI. The electron arrives at photosystem I and joins the P700 special pair of
chlorophylls in the reaction center. When light energy is absorbed by pigments and passed inward
to the reaction center, the electron in P700 is boosted to a very high energy level and transferred
to an acceptor molecule. The special pair's missing electron is replaced by a new electron from
PSII (arriving via the electron transport chain).
● NADPH formation. The high-energy electron travels down a short second leg of the electron
transport chain. At the end of the chain, the electron is passed to NADP + (along with a second
electron from the same pathway) to make NADPH.
The net effect of these steps is to convert light energy into chemical energy in the form of
ATP and NADPH. The ATP and NADPH from the light-dependent reactions are used to make
sugars in the next stage of photosynthesis, the Calvin cycle. In another form of the light reactions,
called cyclic photophosphorylation, electrons follow a different, circular path and only ATP (no
NADPH) is produced.
29

lOMoARcPSD|36291444
Plants also carry out another form of the light-dependent reactions called cyclic
photophosphorylation, in which electrons instead cycle repeatedly through PSI and the first
portion of the electron transport chain but do not pass through PSII.
Figure 2: Diagram of Cyclic Photophosphorylation
Image credit: https://www.khanacademy.org/science/biology/photosynthesis-in-plants/the-

light-dependent-reactions-of-photosynthesis/a/light-dependent-reactions
It's important to realize that the electron transfers of the light-dependent reactions are
driven by, and indeed made possible by, the absorption of energy from light. In other words, the
transfers of electrons from PSII to PSI, and from PSI to NADPH, are only energetically "downhill"
(energy-releasing, and thus spontaneous) because electrons in P680 and P700 are boosted to very
high energy levels by absorption of energy from light.
Figure 3: Energy Diagram of Photosynthesis.

Image credit: https://www.khanacademy.org/science/biology/photosynthesis-in-plants/the-
light-dependent-reactions-of-photosynthesis/a/light-dependent-reactions
On the Y-axis is the free energy of electrons, while on the X-axis is the progression of the electrons
through the light reactions. Electrons start at a low energy level in water, move slightly downhill
to reach P680, are excited to a very high energy level by light, flow downhill through several
additional molecules, reach P700, are excited to an even higher energy level by light, then flow
through a couple of more molecules before arriving at NADPH (in which they are still at a quite
high energy level, allowing NADPH to serve as a good reducing agent).
30

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Steps involved in the Light reactions

What is a photosystem?
Photosynthetic pigments, such as chlorophyll a, chlorophyll b, and carotenoids, are light-
harvesting molecules found in the thylakoid membranes of chloroplasts. As mentioned above,
pigments are organized along with proteins into complexes called photosystems. Each
photosystem has light-harvesting complexes that contain proteins, 300-400 chlorophylls, and
other pigments. When a pigment absorbs a photon, it is raised to an excited state, meaning that one
of its electrons is boosted to a higher-energy orbital.
Most of the pigments in a photosystem act as an energy funnel, passing energy inward to a
main reaction center. When one of these pigments is excited by light, it transfers energy to a
neighboring pigment through direct electromagnetic interactions in a process called resonance
energy transfer. The neighbor pigment, in turn, can transfer energy to one of its own neighbors,
with the process repeating multiple times. In these transfers, the receiving molecule cannot require
more energy for excitation than the donor, but may require less energy.
Collectively, the pigment molecules collect energy and transfer it towards a central part of
the photosystem called the reaction center.
Figure 4: Photosystems
Image credit: The Light-Dependent Reactions of Photosynthesis: ," by OpenStax College, Biology (CC BY 4.0.
Photosystems are structures within the thylakoid membrane that harvest light and convert
it to chemical energy. Each photosystem is composed of several light-harvesting complexes that
surround a reaction center. Pigments within the light-harvesting complexes absorb light and pass
energy to a special pair of chlorophyll a molecules in the reaction center. The absorbed energy
cause an electron from the chlorophyll a to be passed to a primary electron acceptor.
The reaction center of a photosystem contains a unique pair of chlorophyll a molecules,
often called special. Once energy reaches the special pair, it will no longer be passed on to other
pigments through resonance energy transfer. Instead, the special pair can actually lose an electron
when excited, passing it to another molecule in the complex called the primary electron acceptor.
With this transfer, the electron will begin its journey through an electron transport chain.
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Photosystem I vs. photosystem II

There are two types of photosystems in the light-dependent reactions, photosystem II
(PSII) and photosystem I (PSI). PSII comes first in the path of electron flow, but it is named as
second because it was discovered after PSI.
Here are some of the key differences between the photosystems:
● Special pairs. The chlorophyll, a special pair of the two photosystems, absorbs different
wavelengths of light. The PSII special pair absorbs best at 680 nm, while the PSI special absorbs
best at 700 nm. Because of this, the special pairs are called P680 and P700, respectively.
● Primary acceptor. The special pair of each photosystem passes electrons to a different primary
acceptor. The primary electron acceptor of PSII is pheophytin, an organic molecule that resembles
chlorophyll, while the primary electron acceptor of PSI is a chlorophyll called A0.
● Source of electrons. Once an electron is lost, each photosystem is replenished by electrons from
a different source. The PSII reaction center gets electrons from water, while the PSI reaction center
is replenished by electrons that flow down an electron transport chain from PSII.
Figure 5: Photosystem I and Photosystem II

During the light-dependent reactions, an electron that is excited in PSII passed down an
electron transport chain to PSI (losing energy along the way). In PSI, the electron is excited again
and passed down the second leg of the electron transport chain to a final electron acceptor.
Photosystem II
When the P680 special pair of photosystem II absorbs energy, it enters an excited (high-
energy) state. Excited P680 is a good electron donor and can transfer its excited electron to the
primary electron acceptor, pheophytin. The electron will be passed on through the first leg of the
photosynthetic electron transport chain in a series of redox, or electron transfer, reactions.
After the special pair gives up its electron, it has a positive charge and needs a new electron.
This electron is provided through the splitting of water molecules, a process carried out by a
portion of PSII called the manganese center. The positively charged P680 can pull electrons off of
water. When the manganese center splits water molecules, it binds two at once, extracting four
electrons, releasing four H+ ions, and producing molecule of O2. About 10 percent of the oxygen is
used by mitochondria in the leaf to support oxidative phosphorylation. The remainder escapes to
the atmosphere where it is used by aerobic organisms to support respiration.
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lOMoARcPSD|36291444
Electron Transport Chains and Photosystem I

When an electron leaves PSII, it is transferred first to a small organic molecule
(plastoquinone, Pq), then to a cytochrome complex (Cyt), and finally to a copper-containing
protein called plastocyanin (Pc). As the electron moves through this electron transport chain, it
goes from a higher to a lower energy level, releasing energy. Some of the energy is used to pump
protons (H+) from the stroma (outside of the thylakoid) into the thylakoid interior.This transfer
of H+, along with the release of H+ from the splitting of water, forms a proton gradient that will
be used to make ATP.
Figure 6: Electron Transport Chain and Photosystem I

The light-dependent reactions involve two photosytems (II and I) and an electron transport
chain that are all embedded in the thylakoid membrane. Light that is harvested from PSII causes
an excited electron of the chlorophyll, a special pair, to pass down an electron transport chain (Pq,
Cyt, and Pc) to PSI. The electron lost from the chlorophyll a special pair is replenished by splitting
water.
The passing of the electron in the first part of the electron transport chain causes protons to
be pumped from the stroma to the thylakoid lumen. A concentration gradient formed (with a higher
concentration of protons in the thylakoid lumen than in the stroma). Protons diffuse out of the
thylakoid lumen through the enzyme, ATP synthase, producing ATP in the process.
Once the electron reaches PSI, it joins its chlorophyll a special pair and re-excited by the
absorption of light. It proceeds down a second part of the electron transport chain (Fd and
NADP+ reductase) and reduces NADP+ to form NADPH. The electron lost from the
chlorophyll a special pair is replenished by electrons flowing from PSII.
Once an electron has gone down the first leg of the electron transport chain, it arrives at
PSI, where it joins the chlorophyll a special pair called P700. Because electrons have lost energy
prior to their arrival at PSI, they must be re-energized through absorption of another photon.
Excited P700 is a very good electron donor, and it sends its electron down a short electron
transport chain. In this series of reactions, the electron is first passed to a protein called ferredoxin
(Fd), then transferred to an enzyme called NADP+ reductase. NADP+ reductase transfers electrons
to the electron carrier NADP+ to make NADPH. NADPH will travel to the Calvin cycle, where its
electrons are used to build sugars from carbon dioxide.
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lOMoARcPSD|36291444
The other ingredient needed by the Calvin cycle is ATP, and this too is provided by the
light reactions. As we saw above, H+ ions build inside the thylakoid interior and make a
concentration gradient. Protons "want" to diffuse back down the gradient and into the stroma, and
their only route of passage is through the enzyme ATP synthase. ATP synthase harnesses the flow
of protons to make ATP from ADP and phosphate (Pi) This process of making ATP using energy
stored in a chemical gradient is called chemiosmosis.
Cyclic Electron Flow
The pathway above is sometimes called linear photophosphorylation. That's because
electrons travel in a line from water through PSII and PSI to NADPH. (Photophosphorylation =
light-driven synthesis of ATP.)
In some cases, electrons break this pattern and instead loop back to the first part of the
electron transport chain, repeatedly cycling through PSI instead of ending up in NADPH. This is
called cyclic photophosphorylation.
After leaving PSI, cyclically flowing electrons travel back to the cytochrome complex
(Cyt) or plastoquinone (Pq) in the first leg of the electron transport chain. The electrons then flow
down the chain to PSI as usual, driving proton pumping and the production of ATP. The cyclic
pathway does not make NADPH, since electrons are routed away from NADP+ reductase.
Figure 7: Cyclic Electron Flow
In cyclic electron flow, electrons are repeatedly cycled though PSI. After an electron in PSI
is excited and passed to ferredoxin, it is passed back to the cytochrome complex in the first part of
the electron transport chain. Cyclically flowing electrons result in the production of ATP (because
protons are pumped into the thylakoid lumen), but do not result in the production of NADPH
(because electrons are not passed to NADP+ reductase).
Why does the cyclic pathway exist? At least in some cases, chloroplasts seem to switch
from linear to cyclic electron flow when the ratio of NADPH to NADP+ is too high (when too little
NADP+ is available to accept electrons). In addition, cyclic electron flow may be common in
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photosynthetic cell types with especially high ATP needs (such as the sugar-synthesizing bundle-
sheath cells of plants that carry out C4 photosynthesis) Finally, cyclic electron flow may play a
photoprotective role, preventing excess light from damaging photosystem proteins and promoting
repair of light-induced damage (https://www.khanacademy.org/science/biology/photosynthesis-in-plants/the-light-
dependent-reactions-of-photosynthesis/a/light-dependent-reactions).
LEARNING COMPETENCY
Describe the patterns of electron flow through light reaction events.

(STEM_BIO11/12-IIa-j-4)
INSTRUCTIONS
1. Read carefully and follow directions for each activity.

2. Write your answer on the space provided.
3. See attached rubric of scoring for your guidance.
4. You are encouraged to search reliable online sources to help you answer the
following activities. Use suggested references below.
5. Consult your teacher or ask for adult supervision if you need guidance on what
to do and clarification of vague concepts.
6. For the experiment and performance activity, document your progress using
your camera or cellphone and be ready for the final presentation.
7. Make your answers short but comprehensive as possible.
8. God bless, have fun and stay safe!
Note: The teacher must explain all directions for the different activities. She/ He
must provide a hard or soft copy of the materials indicated in the links to students
who have no means of internet connection.
LIGHT REACTION PUZZLE
Directions: Find and circle all of the direction word/s hidden in the grid. Then write the meaning
of the word/s.
ATP SYNTHESIS CHEMIOSMOSIS CYCLIC ELECTRON FLOW
LIGHT DEPENDENT REACTION NAPPH FORMATION
PHOTOPHOSPHORYLATION PHOTOSYSTEM PHOTOSYSTEM I
PHOTOSYSTEM II THYLAKOID
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H O T O S Y S T E M I I N G H N N X U Q Q L L
K K I S Z F A N X W K B O N Q O Y G U N K N I D
P D P E P C Q G A R T H Y L A K O I D Z K Q G W
T X H R M G X V L P G S T I L G U Z W E V O H Y
Q F O I A U V Z O Q P X Y T Z C U W H X K G T J
Y M T I W E N H K C W H D F Q L O C R Y P V D N
S P O Q D J U S D X E B F Z W S U I K G X W E M
U H P K J I S S M E S V T O S A B A T X O U P E
F O H Q T K I M G G Q I Q H R M I N O L L A E T
D T O T W N S D P I Y A L C L M M E F D H E N S
O O S G D H O P Z H S M U Z P V A N Q A F U D Y
G S P E M X M U Q E B L C O R K O T U C G X E S
B Y H N K W S D H P R A W M J R C T I K B C N O
N S O D V V O B X Q W Y D C T H S J M O N L T T
U T R U I I I Y F F T Z T C A A L O A B N O R O
N E Y G Z R M I U W K G E L E M M V U J W V E H
D M L Z K S E E K H V L F M C A P M A J C J A P
V I A O Z K H O E G E W E S X A S Y P F S J C F
E W T C F U C O B C A A I G Y T B P E K G M T Z
G O I Q E O I P I K R P W J Z O L G G I N D I T
K F O D V E K L U B V Y P M Y K I Y Z P M B O C
R M N X E C C T S E R Q W Y J F X R P Y Y U N B
A A C J W Y G S I S E H T N Y S P T A C I Z C X
W D B E C F E O Y Y M P Z M B K X D E G H W Z H
1. ATP SYNTHESIS:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. CHEMIOSMOSIS:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. CYCLIC ELECTRON FLOW:

_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. LIGHT DEPENDENT REACTION:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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4. NADPH FORMATION:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. PHOTOPHOSPHORYLATION:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. PHOTOSYSTEM:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. PHOTOSYSTEM I:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8. PHOTOSYSTEM II:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
9. THYLAKOID:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Visual Analog on High Energy Electrons

Directions: Visual analogy comparing electron carriers to oven mitts.
1. In the visual analogy of carrying electrons, what

represents the high- energy electrons?
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2. Where do the high-energy electrons carried

by NADPH come from?
Adapted from:
https://www.arlingtonschools.org/site/handlers/filedownl
oad.ashx?moduleinstanceid=28168&dataid=31502&File
Name=CHAPTER8_.2_PRACTICE_ANSWER_KEY.pd
f LEARNING ACTIVITY 3:
Activity 3:
Effects of Light on Photosynthesis
Directions: Watch the following links then answer the guide questions.
● https://www.youtube.com/watch?v=s2vOJmljGkM
● https://www.youtube.com/watch?v=JuIupbw4I1A
Guide Questions:
1. Describe the differences in color between the leaf which was fully exposed to sunlight and the
one which was covered with black paper.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Where do the protons used in the light reactions come from?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What is the significance of light reaction?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. What are the products of light reactions that are used in the Calvin cycle?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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5. What are the roles of ATP and NADPH in photosynthesis?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
LIGHT REACTION EVENTS
Directions: Illustrate the following figures to describe the patterns of electron flow in the
light reaction.
Figure A. Noncyclic Electron Flow
.
Image credit: http://commons.wikimedia.org/wiki/File:Z-scheme.png.
______________________________________________________________________________
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______________________________________________________________________________
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Figure B. Photophosphorylation
Image credit: http://commons.wikimedia.org/wiki/File:Z-scheme.png.

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
Figure C. Photosystem I and Photosystem II
Image Credit:"The Light-Dependent Reactions of Photosynthesis: ," by OpenStax College, Biology (CC
BY 4.0.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Figure D. Electron Transport Chain
Image credit: http://commons.wikimedia.org/wiki/File:Z-scheme.png

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Figure E. Cyclic Electron Flow
Image credit: http://commons.wikimedia.org/wiki/File:Z-scheme.png

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RUBRIC FOR SCORING
Rubric for Figure Interpretation

Criteria Awesome A Good Effort A Work in Just Beginning
Progress
5 4 3 2
Content- ◻ All contents ◻ Most (99- ◻ Many (89%- ◻ Fewer than
Accuracy and are correct, 90%) of the 75%) of the 75% of the
Clarity clear, relevant, contents are contents are contents are
and correct, clear, correct, clear, correct, clear,
informative. relevant, and relevant, and relevant, and
informative informative. informative.
Interpretation ◻ Forms a ◻ Forms a ◻ Relates how ◻ Finds it
reasonable somewhat the figure difficult to
hypothesis reasonable makes interpret the
about what is hypothesis him/her feel meaning of the
viewed in the about what is personally. figure.
graph and is viewed in the
able to support graph and is
this with able to support
evidence from this with some
the figure. evidence from
the figure.
Objective ◻ Makes a ◻ Makes a ◻ Makes a ◻ Descriptions
complete and detailed detailed are not detailed
detailed description of description of or complete.
description of most of the some of the
the subject subject matter subject matter
matter and and elements and elements
elements seen seen in the seen in the
in the figure. figure. figure.
Further ◻ Finds detailed ◻ Finds some ◻ Finds little ◻ Does not find
Research information information information any
about the about the on the current information
current current situation for about the
situation and situation and the figure. figure.
relates it to the relates it to
figure. the figure.
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REFLECTION/CLOSURE
❖ I learned that
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________
❖ I enjoyed most on
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________
❖ I want to learn more on
________________________________________________________________________
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________________________________________________________________________
____________________________________________________________

● Khan Academy.2020. Retrieved on June 18, 2020 from
https://www.khanacademy.org/science/biology/photosynthesis-in-plants/the-light-
● Mind Touch. Libre Text Library.2019.Retrieved on June 17, 2020 from

https://chem.libretexts.org/Bookshelves/Biological_Chemistry/Supplemental_Mod
ules_(Biological_Chemistry)/Photosynthesis/Photosynthesis_overview/The_Light
_Reactions#:~:text=The%20electrons%20moved%20to%20a,is%20a%20form%20
of%20chlorophyll.&text=There%20is%20a%20spontaneous%20flow,such%20a%
20high%20energy%20state.
● https://asunow.asu.edu/20200205-discoveries-asu-new-study-sheds-far-red-light-
mysteries-photosynthesis
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ANSWER KEY:
P H O T O S Y S T E M I I N G H N N X U Q Q L L
K K I S Z F A N X W K B O N Q O Y G U N K N I D
P D P E P C Q G A R T H Y L A K O I D Z K Q G W
T X H R M G X V L P G S T I L G U Z W E V O H Y
Q F O I A U V Z O Q P X Y T Z C U W H X K G T J
Y M T I W E N H K C W H D F Q L O C R Y P V D N
S P O Q D J U S D X E B F Z W S U I K G X W E M
U H P K J I S S M E S V T O S A B A T X O U P E
F O H Q T K I M G G Q I Q H R M I N O L L A E T
D T O T W N S D P I Y A L C L M M E F D H E N S
O O S G D H O P Z H S M U Z P V A N Q A F U D Y
G S P E M X M U Q E B L C O R K O T U C G X E S
B Y H N K W S D H P R A W M J R C T I K B C N O
N S O D V V O B X Q W Y D C T H S J M O N L T T
U T R U I I I Y F F T Z T C A A L O A B N O R O
N E Y G Z R M I U W K G E L E M M V U J W V E H
D M L Z K S E E K H V L F M C A P M A J C J A P
V I A O Z K H O E G E W E S X A S Y P F S J C F
E W T C F U C O B C A A I G Y T B P E K G M T Z
G O I Q E O I P I K R P W J Z O L G G I N D I T
K F O D V E K L U B V Y P M Y K I Y Z P M B O C
R M N X E C C T S E R Q W Y J F X R P Y Y U N B
A A C J W Y G S I S E H T N Y S P T A C I Z C X
W D B E C F E O Y Y M P Z M B K X D E G H W Z H
1. ATP SYNTHESIS. . The high-energy electron travels down an electron transport

chain, losing energy as it goes. Some of the released energy drives pumping of H2
ions from the stroma into the thylakoid interior, building a gradient. H2 ions from
the splitting of water also add to the gradient.
Bottom of Form
CHEMIOSMOSIS is a process of ATP production.
2. CYCLIC ELECTRON FLOW is also observed in the chloroplasts of green plants.

It results in the production of ATP but not O2 or NADPH.
3. LIGHT DEPENDENT REACTION uses light energy to make two molecules

needed for the next stage of photosynthesis: the energy storage molecule ATP and
the reduced electron carrier NADPH. In plants, the light reactions take place in the
thylakoid membranes of organelles called chloroplasts.
4. NADPH FORMATION is where the high-energy electron travels down a short

second leg of the electron transport chain. At the end of the chain, the electron is
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passed to NADP+ (along with a second electron from the same pathway) to make
NADPH.
5. PHOTOPHOSPHORYLATION is a process which converts light energy into

chemical energy.
6. PHOTOSYSTEM are light-absorbing complexes in the thylakoid membranes that

are present in photosynthetic organisms. There are two types of photosystems:
Photosystem I and Photosystem II. Each has one primary photochemical reaction
center (either chlorophyll P700 or P680) and a set of accessory pigments to absorb
additional light.
7. PHOTOSYSTEM I contains special molecule called chlorophyll a P700 which

absorbs light best at 700 nanometers (nm). The primary electron acceptor is
chrorophyll called A0. And the reaction center is replenished by electrons that flow
down to an electron transport chain from PSII.
8. PHOTOSYSTEM II has a chlorophyll called a P680 because it absorbs best at 680
nm. The primary electron acceptor is pheophytin, an organic molecule that
resembles chlorophyll. And the source of electrons is water.
9. THYLAKOID where light reaction takes place.
1. In the visual analogy of carrying electrons, what represents the high- energy
electrons?
⮚ Hot potato/cookie (heat, steam)
2. Where do the high-energy electrons carried by NADPH come from?

⮚ Water molecules are split into O2, H+, and high energy electrons.
1. Describe the differences in color between the leaf which was fully exposed to
sunlight and the one which was covered with black paper.
⮚ The leaf which was fully exposed to sunlight is dark green or greenish in
color while the leaf which was covered with black paper is light green or
faded green.
2. Where do the protons used in the light reactions come from?

⮚ The protons used in the light reactions come from photolysis, the splitting
of water, in which H2O molecules are broken into hydrogen ions, electrons,
and oxygen atoms. The energy from sunlight is used to pump protons into
the thylakoid lumen during the first electron transport chain, forming a
chemiosmotic gradient.
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3. What is the significance of light reaction?

⮚ Light reactions convert light energy into chemical energy. This chemical
energy are ATP and NADPH will be used in Calvin cycle to make glucose.
4. What are the products of light reactions that are used in the Calvin cycle?
⮚ ATP and NADPH
5. What are the roles of ATP and NADPH in photosynthesis?

⮚ Both of these molecules carry energy; in the case of NADPH, it has reducing
power that is used to fuel the process of making carbohydrate molecules in
light-independent reactions.
A. Noncyclic Electron Flow

In this pathway, the electrons that were excited by the P700 in photosystem
I are transferred to the electron acceptor NADP+, which is very much like NAD+ ,
used in cellular respiration. Chlorophyll a P700 becomes a strong oxidizing agent
because it lost electrons. The electrons moved to a higher energy level because they
were excited by a photon of light. The energized electrons are passed through a chain
of electron carriers beginning with A0, which is a form of chlorophyll.
B. Photophosphorylation
This process converts light energy into chemical energy is called
photophosphorylation. Light induced electron transfer from H 2O to NADP+ pumps
protons through the thylakoid membrane to the inner compartment. On the outer
surface of thylakoid membranes, there are two protein complexes, CF0 and CF1, that
make up an enzyme called ATP synthase. CF0 acts as a proton channel across the
membrane whereas CF1 acts as a binding site for the joining of ADP and Pi to make
ATP.
C. Photosystem I and Photosystem II
During the light reactions, an electron that is excited in PSII is passed down
an electron transport chain to PSI (losing energy along the way). In PSI, the electron
is excited again and passed down the second leg of the electron transport chain to a
final electron acceptor.
D. Electron Transport Chain
When an electron leaves PSII, it is transferred first to a small organic

molecule (plastoquinone, Pq), then to a cytochrome complex (Cyt), and finally to a
copper-containing protein called plastocyanin (Pc). As the electron moves through
this electron transport chain, it goes from a higher to a lower energy level, releasing
energy. Some of the energy is used to pump protons (H +) from the stroma (outside
of the thylakoid) into the thylakoid interior. This transfer of H+, along with the
release of H+ from the splitting of water, forms a proton gradient that will be used
to make ATP.
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E. Cyclic Electron Flow

Cyclic electron flow results in the production of ATP but not O2 or NADPH.
Only photosystem I is present in this reaction. In cyclic electron flow, the electrons
that were excited by P700 move along a chain of electron carriers. However, they
never reach NADP+. Once they reach ferrodoxin, they are transferred to the
cytochrome bf complex. Then, in the process of being transferred to plastocyanin,
an ATP molecule is made from ADP and Pi. From the plastocyanin, they flow back
to the P700+. These reactions are meant to produce ATP from ADP and inorganic
phosphate in a process called cyclic photophosphorylation by pumping protons
across the thylakoid membrane. This cyclic pathway may be used when a plant has
enough NADPH but requires synthesis of ATP.
Prepared by:
SHENNA L. BANTASAN
shenna.bantasan001@deped.gov.ph
IMELDA R. MARCOS HIGH SCHOOL
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BIOLOGY 1
Name of Learner: ________________________ Grade Level: ___________

Section: ________________________________ Date: _________________
LEARNING ACTIVITY SHEETS
CALVIN CYCLE
The Calvin cycle is the cycle of chemical reactions performed by plants to “fix” carbon
from CO2 into three-carbon sugars. In plants, carbon dioxide (CO2) enters the leaves through
stomata, where it diffuses over short distances through intercellular spaces until it reaches the
mesophyll cells. Once in the mesophyll cells, CO2 diffuses into the stroma of the chloroplast, the
site of light-independent reactions of photosynthesis. These reactions actually have several names
associated with them. Other names for light-independent reactions include the Calvin cycle, the
Calvin-Benson cycle, and dark reactions. The most outdated name is dark reactions, which can be
misleading because it implies incorrectly that the reaction only occurs at night or is independent
of light, which is why most scientists and instructors no longer use it.
Image credit:
https://bio.libretexts.
org/Bookshelves/Mi
crobiology/Book%3
A_Microbiology_(Bo
undless)/5%3A_Micr
obial_Metabolism/5.
12%3A_Biosynthesi
s/5.12C%3A_The_C
alvin_Cycle
Figure 1: Light Reactions

Light-dependent reactions harness energy from the sun to produce chemical bonds, ATP,
and NADPH. These energy-carrying molecules are made in the stroma where the Calvin cycle
takes place. The Calvin cycle is not totally independent of light since it relies on ATP and NADH,
which are products of the light-dependent reactions.
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The light-independent reactions of the Calvin cycle can be organized into three basic
stages: fixation, reduction, and regeneration.
Image credit:
https://bio.libretexts.org/Bookshelves/Microbiology/B
ook%3A_Microbiology_(Boundless)/5%3A_Microbial
_Metabolism/5.12%3A_Biosynthesis/5.12C%3A_The
_Calvin_Cycle
Figure 2: The Calvin Cycle

The Calvin cycle has three stages. In stage 1, the enzyme RuBisCO incorporates carbon
dioxide into an organic molecule, 3-PGA. In stage 2, the organic molecule is reduced using
electrons supplied by NADPH. In stage 3, RuBP, the molecule that starts the cycle, is regenerated
so that the cycle can continue. Only one carbon dioxide molecule is incorporated at a time, so the
cycle must be completed three times to produce a single three-carbon GA3P molecule, and six
times to produce a six-carbon glucose molecule.
Stage 1: Fixation
A CO2 molecule combines with a five-carbon acceptor molecule, ribulose-1,5-
bisphosphate (RuBP). This step makes a six-carbon compound that splits into two molecules of a
three-carbon compound, 3-phosphoglyceric acid (3-PGA). This reaction is catalyzed by the
enzyme RuBP carboxylase/oxygenase, or rubisco.
The first stage of the Calvin cycle incorporates carbon from CO2 into an organic molecule,
a process called carbon fixation. In plants, atmospheric CO2 enters the mesophyll layer of leaves
by passing through pores on the leaf surface called stomata. It can then diffuse into mesophyll
cells, and into the stroma of chloroplasts, where the Calvin cycle takes place.
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Image credit:
https://www.khanacad
emy.org/science/biolo
gy/photosynthesis-in-
plants/the-light-
dependent-reactions-
of-
photosynthesis/a/light
-dependent-reactions
Figure 3: Simplified diagram (showing carbon atoms but not full molecular structures) illustrating
the reaction catalyzed by rubisco.
Rubisco attaches a carbon dioxide molecule to an RuBP molecule, and the six-carbon
intermediate thus produced breaks down into two 3-phosphoglycerate (3-PGA) molecules.In the
first step of the cycle, an enzyme nicknamed rubisco (RuBP carboxylase-oxygenase) catalyzes
attachment of CO2 to a molecule, making it unstable, however, it quickly splits into two molecules
of a three-carbon compound called 3-phosphoglycerate (3-PGA). Thus, for each CO2 that enters
the cycle, two 3-PGA molecules are produced.
Image credit:
https://www.khanacademy.org/science/biology
/photosynthesis-in-plants/the-light-dependent-
reactions-of-photosynthesis/a/light-
dependent-reactions
Figure 4. The actual molecular structures

The figure above shows the molecular structures of RuBP and carbon dioxide, the unstable
six-carbon intermediate formed when they combine, and the two 3-PGA molecules produced by
the intermediate's breakdown.
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Stage 2: Reduction
In the second stage, ATP and NADPH are used to convert the 3-PGA molecules into
molecules of a three-carbon sugar, glyceraldehyde-3-phosphate (G3P). This stage gets its name
because NADPH donates electrons to, or reduces a three-carbon intermediate to make G3P.
The reduction stage of the Calvin cycle, which requires ATP and NADPH, converts 3-PGA
(from the fixation stage) into a three-carbon sugar. This process occurs in two major steps:
Image credit:
https://www.khanaca
demy.org/science/bi
ology/photosynthesis
-in-plants/the-light-
dependent-
reactions-of-
photosynthesis/a/ligh
t-dependent-
reactions
Figure 5: Simplified diagram of the reduction stage of the Calvin cycle
The diagram above shows the carbon atoms but not full molecular structures. A molecule
of 3-PGA first receives a second phosphate group from ATP (generating ADP). Then, the doubled
phosphorylated molecule receives electrons from NADPH and is reduced to form glyceraldehyde-
3-phosphate. This reaction generates NADP+ and also releases an inorganic phosphate.
● First, each molecule of 3-PGA receives a phosphate group from ATP, turning into a doubly
phosphorylated molecule called 1,3-bisphosphoglycerate (and leaving behind ADP as a by-
product).
● Second, the 1,3-bisphosphoglycerate molecules are reduced (gain electrons). Each molecule
receives two electrons from NADPH and loses one of its phosphate groups, turning into a three-
carbon sugar called glyceraldehyde 3-phosphate (G3P). This step produces NADP+ as by-
products.
Image credit:
https://www.khanacademy.org/science/biology/photosynthesis-
in-plants/the-light-dependent-reactions-of-photosynthesis/a/light-
dependent-reactions
Figure 6: Reactions of the reduction stage of the Calvin cycle, showing the molecular structures
of the molecules involved.
The ATP and NADPH used in these steps are both products of the light-dependent
reactions (the first stage of photosynthesis). That is, the chemical energy of ATP and the reducing
power of NADPH, both of which are generated using light energy, keep the Calvin cycle running.
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Reciprocally, the Calvin cycle regenerates ADP and NADP +, providing the substrates needed by
the light-dependent reactions.
Stage 3: Regeneration
Some G3P molecules go to make glucose, while others must be recycled to regenerate the
RuBP acceptor. Regeneration requires ATP and involves a complex network of reactions.
In order for one G3P to exit the cycle (and go towards glucose synthesis), three CO2
molecules must enter the cycle, providing three new atoms of fixed carbon. When
three CO2 molecules enter the cycle, six G3P molecules are made. One exits the cycle and is used
to make glucose, while the other five must be recycled to regenerate three molecules of the RuBP
acceptor.
Summary of Calvin cycle reactants and products
Three turns of the Calvin cycle are needed to make one G3P molecule that can exit the
cycle and go towards making glucose. The following are summary the quantities of key molecules
that enter and exit the Calvin cycle as one net G3P is made. In three turns of the Calvin cycle:
● Carbon. 3 CO2 combine with 3 RuBP acceptors, making 6 molecules of glyceraldehyde-3-
phosphate (G3P).
● 1 G3P molecule exits the cycle and goes towards making glucose.
● 5 G3P molecules are recycled, regenerating 3 RuBP acceptor molecules.
● ATP. 9 ATP are converted to 9 ADP (6 during the fixation step, 3 during the regeneration step).
● NADPH. 6 NADPH are converted to 6 NADP+ (during the reduction step).
A G3P molecule contains three fixed carbon atoms, so it takes two G3Ps to build a six-
carbon glucose molecule. It would take six turns of the cycle, or 6 CO2, 18 ATP, and 12 NADPH,
to produce one molecule of glucose.
Function of the Calvin Cycle
The function of the Calvin cycle is to create three-carbon sugars, which can then be used
to build other sugars such as glucose, starch, and cellulose that is used by plants as a structural
building material. The Calvin cycle takes molecules of carbon straight out of the air and turns them
into plant matter.
This makes the Calvin cycle vital for the existence of most ecosystems, where plants form
the base of the energy pyramid. Without the Calvin cycle, plants would be unable to store energy
in a form that herbivores could digest. Carnivores would subsequently not have access to energy
stored in the bodies of herbivores.
The carbon backbones created in the Calvin cycle are also used by plants and animals to
make proteins, nucleic acids, lipids, and all the other building blocks of life.
The Calvin cycle also regulates the levels of carbon dioxide, a greenhouse gas, in the
Earth’s atmosphere. Scientists have raised concerns because, in addition to putting huge amounts
of CO2 back into the air by burning coal, oil, and gasoline, humans have also cut down about half
of all Earth’s forests, which play an important role in removing CO2 from the air.
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LEARNING COMPETENCY
Describe the significant events of the Calvin cycle. (STEM_BIO11/12-

IIa-j-5)
INSTRUCTIONS
1. Read carefully and follow directions for each activity.

2. Write your answer on the space provided.
3. See attached rubric of scoring for your guidance.
4. You are encouraged to search reliable online sources to help you answer the
following activities. Use suggested references below.
5. Consult your teacher or ask for adult supervision if you need guidance on what
to do and clarification of vague concepts.
6. Make your answers short but comprehensive as possible.
7. God bless, have fun and stay safe!
Note: The teacher must explain all directions for the different activities. She/ He must
provide a soft copy of the materials indicated in the links to students who have no means
of internet connection.
.
CALVIN CYCLE PUZZLE
Direction: Complete the crossword puzzle below.
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lOMoARcPSD|36291444
Across
2. A stage where carbon dioxide molecule from the atmosphere combines with a five-
carbon acceptor molecule called RuBP
3. Process of donating electrons
4. A sugar made up of carbon (C), hydrogen (H), and oxygen (O)
7. American Biochemist who discovered the Calvin Cycle
9. Sugar formed from carbon dioxide and water
10. Plant enzyme which catalyzes the fixing of atmospheric carbon dioxide
11. The stacks of thylakoids embedded in the stroma of the chloroplast
12. Number of NADPH to be consumed in order to produce a single molecule of
glucose
Down
1. An organic substance that is involved in photosynthesis, reacts with carbon dioxide to
form 3 PGA
5. The correct term of dark reactions or light independent reactions
6. Process of taking electrons
8. Adenosine triphosphate (nucleotide)
MARK THE DARK SIDE
Directions: View the videos about Calvin cycle on the internet and answer the guide
questions that follow. Use the links below.
● http://youtu.be/2uBvGC0bftU
● https://www.youtube.com/watch?v=pSBLInoOxmI
● https://www.youtube.com/watch?v=ZnXpppgSWhY
Guide Questions:
1. How does Calvin cycle begin?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What does the Calvin Cycle need help from in order to make sugars?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
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3. How is carbon dioxide converted into glucose during the Calvin cycle phase? Show it in a
diagram.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
4. What are the outputs of the Calvin cycle?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
5. What is the primary function of the Calvin cycle?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
THE CALVIN CYCLE
Directions: Complete the table and label the diagram below.
Summarize the Stage
Stage Description Molecules involved
X3
X3Glucose
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lOMoARcPSD|36291444
x2
⮚ reduction glucose ⮚ 6 ATP → 6 ADP

⮚ regeneration of RUBP carbon ⮚ 3 ATP → 3 ADP
fixation ⮚ Reduction
⮚ Carbon Fixation ⮚ Regeneration
⮚ 3 molecules of CO2 RuBisCO
Label the Calvin Cycle
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LIGHT REACTIONS AND CALVIN CYCLE

Objective:
Compare light reactions and Calvin cycle.
Directions:
Complete the table below.
Attributes Light Reactions Calvin Cycle
Location
Significant events that

happen
Materials needed
Products
CLIMATE CHANGE MITIGATION CAMPAIGN
Objective:
Demonstrate understanding of light reactions and Calvin cycle to
mitigate the effects of climate change.
Directions:
In this activity, you can select one among the options given for your
performance output based from your own intelligence. Send your output to your
teacher’s account if it is online or submit a hardcopy together with the activity. See
attached rubric below for scoring and for your guidance.
1. Assume the role of concerned citizen who would like to help mitigate the
effects of climate change by showing understanding of light reactions and
Calvin cycle through a VLOG or infomercial.
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lOMoARcPSD|36291444
2. Assume you are a farmer or a student who experiences the effects of climate
change. You will make a mini garden in your backyard, either vegetable
garden or ornamental garden that in a simple way helps our Mother Earth.
Document all your activities that will serve as evidence in making your garden.
3. Assume you are artist who would like to share ideas to help mitigate the
effects of climate change and have decided to create an advocacy material
(postlogan-poster and slogan in one half illustration board).
4. Assume you are scientist or tourist who is continuously researching on how

to mitigate the effects of climate change. You will take a trip to a greenhouse
in the internet and research on how farmers raise plant. Find out how they use
light, water and other elements to increase growth and productivity of plants.
Explain also climate change in relation with greenhouse of plants.
5. Assume the role of the secretary of Department of Energy, the President

asks you to make an action plan on how to mitigate the effects of climate
change here in the Philippines.
RUBRIC FOR SCORING

Rubric for VLOG/Infomercial
Progress
5 4 3 2
Content- ◻ All contents are ◻ Most (99-90%) ◻ Many (89%- ◻ Fewer than
Accuracy and correct, clear, of the contents 75%) of the 75% of the
Clarity relevant, and are correct, contents are contents are
informative clear, relevant, correct, clear, correct, clear,
and informative relevant, and relevant, and
informative informative
Citations ◻ Acknowledges ◻ Acknowledges ◻ Acknowledges ◻ Does not
all images, media most images, only few acknowledge
and text with media and text images, media images, media
captions and with captions and text with and text with
created by others and created by captions created captions and
and displays others and and does not created by
appropriate displays display accurate others and does
copyright appropriate and properly not include
permissions and copyright formatted accurate and
accurate citations permissions and citations. properly
accurate formatted
citations. citations.
Presentation ◻ Shows ◻ Shows some ◻ Unsure of ◻ Portrayal stalls
confidence confidence responsibility ◻ Mumbles
◻ Speaks loudly ◻ Can be heard ◻ Hard to hear
and clearly
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lOMoARcPSD|36291444
Originality ◻ VLOG shows ◻ Infomercial ◻ Infomercial ◻ No creativity in

considerable shows some shows an the production
originality and originality and attempt at of the VLOG.
inventiveness. inventiveness. originality and ◻ Does not insert
◻ The content and ◻ The content inventiveness. any graphics
ideas are and ideas are ◻ Selects and and
presented in a presented in an inserts low multimedia.
unique and interesting way. quality graphics
interesting way. ◻ Selects and and multimedia
◻ Selects and inserts graphics that do not
inserts high and multimedia enhance the
quality graphics that are mostly content.
and multimedia to high quality
enhance content’s and enhance the
visual appeal and clarity of
increase content.
readability.
Rubric for Mini Garden

Criteria Awesome A Good Effort
A Work in Just Beginning
Progress
5 4 3 2
Knowledge of ◻ Demonstrates ◻ Basic ◻ Knows little ◻ Does not have
the subject full knowledge about the grasp of
knowledge of was shown in subject; information;
subject; was their garden student student did
able to use project. needed not collect or
knowledge to constant use use
enhance the of resources information
garden when about subject
project. planning the to help with
garden the garden
project. project.
Organization ◻ Showed ◻ Showed ◻ Showed ◻ Showed no
excelling organization some organization
organization to garden. organization; to the garden
and Neatness and garden has project;
neatness; order are little to some garden is
garden has present. No order and messy and
order and is labels though. neatness. there is no
well labeled. order to the
vegetables.
Resources ◻ Shows clear ◻ Shows vague ◻ Shows few ◻ Didn’t show
evidence of evidence of evidence on evidence of
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how how how how

resources will resources will resources resources
be prioritized be prioritized will be will be
and and prioritized prioritized
coordinated coordinated and and
in order to in order to coordinated coordinated
support the support the
in order to in order to
garden. garden.
garden. garden.
Presentation ◻ Shows ◻ Shows some ◻ Unsure of ◻ Portrayal

confidence confidence responsibility stalls
◻ Speaks loudly ◻ Can be heard ◻ Hard to hear ◻ Mumbles
and clearly
Rubric for Postlogan (Poster-Slogan)

Progress
5 4 3 2
Clarity clear, relevant, contents are contents are contents are
and correct, clear, correct, clear, correct, clear,
informative relevant, and relevant, and relevant, and
informative informative informative
Mechanics ◻ Capitalization ◻ There is an ◻ There are two ◻ There are
and error in errors in more than two
punctuation capitalization capitalization errors in
are correct and and capitalization
throughout the punctuation. . punctuation. and
postlogan. punctuation.
Attractiveness ◻ The postlogan ◻ The postlogan ◻ The postlogan ◻ The postlogan
is is attractive in is acceptable is messy and
exceptionally terms of though it may poorly
attractive in design, layout, be bit messy. designed.
terms of and neatness. ◻ It is not
design, layout, ◻ Color and attractive.
and neatness. space use is
◻ The overall good but a
use of colour little
and space disorganized.
make it
interesting.
60

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Originality ◻ The text and ◻ One or two ◻ The text and ◻ No included
graphics used elements of graphics were original text
on the text and made by and graphics
postlogan graphics used student but made by the
reflects an on the are based on student.
exceptional postlogan the ideas of
degree of reflects others.
student student
creativity. creativity.
Rubric for Presenting Research

Progress
5 4 3 2
Content- ◻ All contents are ◻ Most (99-90%) ◻ Many (89%- ◻ Fewer than
Accuracy and correct, clear, of the contents 75%) of the 75% of the
Clarity relevant, and clear, relevant, contents are contents are
informative. and correct, clear, correct, clear,
informative relevant, and relevant, and
informative. informative.
Citations ◻ Acknowledges ◻ Acknowledges ◻ Acknowledges ◻ Does not
all images, most images, only few acknowledge
media and text media and text images, media images, media
with captions with captions and text with and text with
and created by and created by captions created captions and
others and others and and does not created by
displays displays display accurate others and
appropriate appropriate and properly does not
copyright copyright formatted include
permissions and permissions and citations. accurate and
accurate accurate properly
citations citations. formatted
citations.
Scientific ◻ Integrates ◻ Integrates most ◻ Integrates few ◻ Does not
Thought several scientific scientific Integrates
scientific thoughts that thoughts that scientific
thoughts that helps mitigate helps mitigate thoughts that
helps mitigate climate change. climate change. helps mitigate
climate change. climate
change.
and clearly
61

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Rubric for Presenting Action Plan

Progress
5 4 3 2
Clarity clear, contents contents are contents are
relevant, and clear, correct, clear, correct, clear,
informative. relevant, and relevant, and relevant, and
informative informative. informative.
Objectives ◻ The specific ◻ The ◻ Few specific ◻ The specific
performance performance performance performance
objectives are objectives are objectives. objectives are
clearly clearly absent.
described. A described.
rationale for
each of the
stated
objectives is
provided.
Resources ◻ Shows clear ◻ Shows vague ◻ Shows few ◻ Didn’t show
evidence of evidence of evidence on evidence of
how how how how
resources will resources will resources resources
be prioritized be prioritized will be will be
and and prioritized prioritized
coordinated coordinated
and and
in order to in order to
coordinated coordinated
action. action. in order to in order to
action. action.

and clearly
62

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REFLECTION/CLOSURE:
❖ I learned that
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
❖ I enjoyed most on
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
❖ I want to learn more on

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________
● BD Editors, 2019.Calvin Cylce.Biology Dictionary Retrieved on June 18, 2020
from https://biologydictionary.net/calvin-cycle/
● CK12:BiologyConcepts.2020.https://bio.libretexts.org/Bookshelves/Introductory_
and_General_Biology/Book%3A_Introductory_Biology_(CK-
12)/02%3A_Cell_Biology/2.23%3A_Photosynthesis_Summary
● General Microbiology, 2019.The Calvin Cycle Retrieved on June 17, 2020 from
https://bio.libretexts.org/Bookshelves/Microbiology/Book%3A_Microbiology_(B
oundless)/5%3A_Microbial_Metabolism/5.12%3A_Biosynthesis/5.12C%3A_The
_Calvin_Cycle
● Khan Academy, 2020. Retrieved on June 18, 2020 from

https://www.khanacademy.org/science/biology/photosynthesis-in-plants/the-
calvin-cycle-reactions/a/calvin-cycle?modal=1
● The Calvin cycle, by OpenStax College, Concepts of Biology, CC BY 4.0.

Retrieved from http://cnx.org/contents/b3c1e1d2-839c-42b0-a314-
e119a8aafbdd@9.10.
● http://cnx.org/contents/b3c1e1d2-839c-42b0-a314-e119a8aafbdd@9.10.
● http://youtu.be/2uBvGC0bftU
● https://www.youtube.com/watch?v=pSBLInoOxmI
● https://www.youtube.com/watch?v=ZnXpppgSWhY
63

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ANSWER KEY:
CA
LVIN CYCLE PUZZLE
2
C A
1
R
I
R B O N F B X A T I O N
U
3
L
R E D O C T I O N
S
E
4
C A B
R B I H Y D R A T E
P
5 H 6
C O O
A S X
7
L I
M E V 8
A D
I V N C L V A N
N T T
C I
P
10
9 L U R
G O E U B S C O
Y P O
11
C H G R A N A
L A
12
E TW E L V E
E
Across
2. A stage where carbon dioxide molecule from the atmosphere
combines with a five-carbon acceptor molecule called RuBP.
3. Process of donating electrons
4. A sugar made up of carbon (C), hydrogen (H), and oxygen (O)
7. American Biochemist who discover the dark reactions
9. Sugar formed from carbon dioxide and water
10. Plant enzyme which catalyzes the fixing of atmospheric carbon
dioxide.
11. The stacks of thylakoids embedded in the stroma of the chloroplast
12. Number of NADPH to be consumed in order to produce a single
molecule of glucose
Down
1. An organic substance that is involved in photosynthesis, reacts with carbon
dioxide to form 3 PGA
64

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5. Dark or light independent reactions

6. Process of taking electrons
8. Adenosine triphosphate (nucleotide)
1. How does Calvin cycle begin?

⮚ With Carbon Fixation, the process of incorporating CO₂ from the air into
organic molecules already present in the chloroplast
2. What does the Calvin Cycle need help from in order to make sugars?
⮚ ATP and NADPH
3. How carbon dioxide is converted into glucose during the light independent phase?
Show it in a diagram.
Image credit:
https://www.khanacademy.org/science/biology/photosynthesis-in-plants/the-light-
4. What are the outputs of the Calvin cycle?

⮚ The reaction of the Calvin cycle is adding carbon to a simple five-carbon
molecule called RuBP. The final product of the Calvin cycle is glucose.
5. What is the primary function of the Calvin cycle?

⮚ The primary function of the Calvin cycle is to make organic products that
plants need, using the products from the light reactions of photosynthesis
(ATP and NADPH).
65

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Possible Answers
Stage Description
Carbon
Fixation In the stroma, in addition to CO2, two other components are present to initiate
the light-independent reactions: an enzyme called ribulose bisphosphate carboxylase
(RuBisCO) and three molecules of ribulose bisphosphate (RuBP). RuBP has five
atoms of carbon, flanked by two phosphates. RuBisCO catalyzes a reaction between
CO2 and RuBP. For each CO2 molecule that reacts with one RuBP, two molecules of
3-phosphoglyceric acid (3-PGA) form. 3-PGA has three carbons and one phosphate.
Each turn of the cycle involves only one RuBP and one carbon dioxide and forms two
molecules of 3-PGA. The number of carbon atoms remains the same, as the atoms
move to form new bonds during the reactions (3 atoms from 3 CO2 + 15 atoms from
3RuBP = 18 atoms in 3 atoms of 3-PGA).
Reduction
ATP and NADPH are used to convert the six molecules of 3-PGA into six
molecules of a chemical called glyceraldehyde 3-phosphate (G3P). This is a reduction
reaction because it involves the gain of electrons by 3-PGA. Reduction is the gain of
an electron by an atom or molecule. Six molecules of both ATP and NADPH are
used. For ATP, energy is released with the loss of the terminal phosphate atom,
converting it to ADP; for NADPH, both energy and a hydrogen atom are lost,
converting it into NADP+. Both of these molecules return to the nearby light-
dependent reactions to be reused and reenergized.
Regeneration
At this point, only one of the G3P molecules leaves the Calvin cycle and is
sent to the cytoplasm to contribute to the formation of other compounds needed by
the plant. Because the G3P exported from the chloroplast has three carbon atoms, it
takes three “turns” of the Calvin cycle to fix enough net carbon to export one G3P.
But each turn makes two G3Ps, thus three turns make six G3Ps. One is exported while
the remaining five G3P molecules remain in the cycle and are used to regenerate
RuBP, which enables the system to prepare for more CO2 to be fixed. Three more
molecules of ATP are used in these regeneration reactions.
Answers adapted from:

https://bio.libretexts.org/Bookshelves/Microbiology/Book%3A_Microbiology_(Boundless)/5%3A_Micro
bial_Metabolism/5.12%3A_Biosynthesis/5.12C%3A_The_Calvin_Cycle
66

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3 molecules of CO2 RuBisCO
regeneration of RUBP
Carbon Fixation
3ATP → 6 ATP →
3 ADP 6 ADP
Regeneration Reduction
reduction glucose
Attributes Light Reactions Calvin Cycle

Location Thylakoid Stroma
Significant event that Light reactions use light Calvin cycle uses ATP and
happens energy to make two NADPH to produce food
molecules needed for the for the plants, which is
next stage of photosynthesis. glucose.
Materials needed Light energy and Water ATP and NADPH
Products ATP and NADPH Glucose
Answers may vary. See rubric for scoring the performance output of students.
Prepared by:
SHENNA L. BANTASAN
shenna.bantasan001@deped.gov.ph
IMELDA R. MARCOS HIGH SCHOOL
67

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GENERAL BIOLOGY 1
Name: ____________________________________ Grade: ____________
Section: ___________________________________ Date: _____________
Learning Activity Sheet

Respiration
How the body gets the energy and materials from food?
You are aware that the body needs energy and other materials in order to function and that
the food we eat are the sources of these energy and material. But the basic question remains. How
does the body get the energy and materials from the food? To answer this, one must consider
respiration. According to biology dictionary, respiration is used by cells to turn fuel into energy
that can be used to power cellular respiration. The product of respiration is a molecule called
adenosine triphosphate (ATP), which uses the energy stored in its phosphate bonds to power
chemical reactions. It is often referred to as the currency of the cell.
Respiration can be aerobic or anaerobic. Aerobic respiration requires oxygen in order to

produce ATP. It is the characteristics of eukaryotic cells when they have been enough oxygen and
most of it occurs in the mitochondria. Anaerobic respiration on the other hand, is the release of a
relatively small amount of energy in cells by the breakdown of food substances in the absence of
oxygen.
Please Practice Personal Hygiene at all times. 68

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Table 1. Comparison between aerobic and anaerobic respiration
Aerobic Anaerobic
Presence of Oxygen Yes No
Cells that use it Most cells Prokaryotes
Energy released High Lower
(36-38 ATP molecules) (Between 36-2 ATP
molecules)
Reaction Sites Cytoplasm, mitochondria Cytoplasm
Stages involved 1. Glycolysis 1. Glycolysis
2. Krebs Cycle 2. Fermentation
3. Electron Transport
Chain
Aerobic respiration is much more
efficient, and produces ATP much more
quickly than anaerobic respiration. This is
because oxygen is an excellent electron
acceptor for the chemical reactions
involved in generating ATP.

Figure 1. Overview of the stages of aerobic respiration retrieved
All living cells must carry out from https://biologydictionary.net/aerobic-respiration/
cellular respiration. It is one of the primary ways a cell releases energy to fuel cellular activities.
Cellular respiration or cell respiration refers to the complex process by which energy in the form
of ATP is released from the food molecules. Aside from ATP, CO2, and H2O are also produced in
the process.
There are several processes under cell respiration involved in the formation of ATP. Under
aerobic respiration there are three (3) phases; (1) glycolysis, (2) Krebs cycle, and (3) electron
transport chain.

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Glycolysis
Glycolysis is the first stage of aerobic

respiration and occurs in the cytoplasm of the cell.
It involves the splitting of 1 6-carbon sugar
molecules into 2 3-carbon pyruvate molecules.
This process creates two (2) ATP molecules. After
glycolysis, the ATP molecules are converted to Figure 2. Overview of the processes under glycolysis
retrieved from https://ibiologia.com/glycolysis/
energy while pyruvate molecules and NADH
enter the mitochondria where further chemical processes take place to produce more ATPs.
Krebs Cycle
The pyruvate molecules produced by glycolysis are transformed into a molecule called
coenzyme A (CoA) to form acetyl coenzyme A (Acetyl CoA) which enters the Krebs Cycle. The
Krebs’ cycle or citric acid cycle refers to a series of
enzyme-catalyzed reactions that break down acetyl-
CoA completely into carbon dioxide and water. The
process of exhalation is the body’s way of getting
rid of carbon dioxide produced in Krebs’ cycle. The
process takes place in the inner matrix of the
mitochondria. For every molecule of acetyl-CoA
that entered the Krebs cycle, one molecule of ATP

Figure 3. Overview of the processes under Krebs cycle retrieved
is generated in addition to three molecules of from https://biologydictionary.net/aerobic-respiration/
NADH (NAD-nicotinamide adenine dinucleotide) and one molecule of FADH2 (FAD - flavin

lOMoARcPSD|36291444
adenine dinucleotide). NADH and FADH2 are electron carrier where more ATPs will be generated
through the electron transport chain.
Since there are two molecules of acetyl CoA from one glucose molecule, there are two
rounds of Krebs cycle. Hence, the end products are 4 ATP, 10 NADH, and 2 FADH 2 molecules.
The cell ejects CO2 as waste.
Electron Transport Chain
In this phase, the high energy electrons with NADH and FADH2 will be passed to a set of
membrane-bound enzymes in the mitochondrion,
collectively known as the electron transport
chain.
The electron transport chain or oxidative
phosphorylation refers to a series of oxidation
processes where electrons (H2+) carried by
NADH2 and FADH2 are transferred to electron
acceptors (Coenzyme Q and cytochromes b, c, Figure 4. Overview of the processes under electron
transport chain retrieved from
https://biologydictionary.net/aerobic-respiration/
and a). As electrons are transferred, ATPs are
released in addition to water as by-product. A total of 3 and 2 ATPs are produced for every
molecule of NADH2 and FADH2 that entered the electron transport chain respectively. In summary
a total of 36 ATPs will be generated for every molecule of glucose.

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LEARNING COMPETENCY
✓ Differentiate aerobic from anaerobic respiration (STEM_BIO11/12-IIa-j-6)
✓ Explain the major features and sequence the chemical events of cellular respiration.
(STEM_BIO11/12-IIa-j-7)
HOW TO USE THIS MATERIAL?
➢ Read every parts of the material very well. Use the suggested references or other related
references to easily answer the activities.
➢ Follow the instructions correctly. Ask the help or assistance of your parents or siblings as
much as possible.
➢ There are three (3) learning activities in this material. Strictly follow what is/are asked in
every activity and accomplish the activity within the given timeline.
PROCEDURES
➢ The first session for this learning activity is the presentation of the learning competency/ies
and the background information for the learners to be taken by the subject teacher.
➢ Learning activities shall be performed at home. For the teachers, please provide a hard copy
of the activities or reading materials for students who do not have access to the internet.
For additional information, you may refer to the references indicated in this material.
➢ After the three learning activities, for the teacher he/she needs to check the level of
understanding of the learners. Assessment is already provided in this material.

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ACTIVITY 1:
COMPARING AEROBIC FROM ANEAROBIC RESPIRATION
A. Compare and contrast aerobic respiration and anerobic respiration
B. Answer the following briefly.
1. What is the main source during aerobic exercises?
________________________________________________________________
2. What is the benefit of aerobic respiration in the body?
________________________________________________________________
3. What is the benefit of anerobic respiration in the body?
________________________________________________________________
4. How often does an individual should undergo aerobic and anaerobic exercises?
________________________________________________________________

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ACTIVITY 2:
UNDERSTANDING CELLULAR RESPIRATION
1. Describe in words what these equations tell us about cellular respiration.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. List each type of input molecule that is required for cellular respiration, and state whether
the molecule comes mainly from outside the cell or inside the cell. For each type of input
molecule, explain how the body gets this molecule or explain how this molecule is
regenerated inside each cell.
How the Body Gets this Molecule or

Input Source: Outside
How this Molecule is Regenerated Inside Each
Molecule or Inside the Cell
Cell

lOMoARcPSD|36291444
ACTIVITY 3:
WRITING A SONG
Direction: One way to further understand the process of cellular respiration is by creating a song.
In this activity, learners are tasked to write a song summarizing the steps involved in cellular
respiration. The song may include scientific terms. The lyrics may be patterned to an existing song.
GUIDE QUESTIONS
1. What is cellular respiration?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What are the three processes involved in cellular respiration? Briefly discuss each.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.How does the process of cellular respiration affect humans?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

lOMoARcPSD|36291444
RUBRIC FOR SCORING
Simple Essay
5 4 3 2 1
Excellent Very Good Average Needs Unacceptable
Improvement
Ideas The idea is clear The idea has some The idea is The idea is not The idea has no
and focused to good details. basic or clear. sense of
the topic. general. purpose.
Song Writing
5 4 3 2
Exemplary Satisfactory Fair Poor
Lyrics The song lyrics are The song lyrics are The song lyrics The song lyrics
outstanding. The good. The words are are somewhat are not coherent.
words are notable. notable. The song coherent. The The song lyrics
The song lyrics are lyrics are words are are not
enthusiastically enthusiastically notable. The song enthusiastically
striking for striking for audience. lyrics are not so striking for
audience. much audience.
enthusiastically
striking for
audience.
Organization The writer clearly The writer lacked one The writer lacked The song was
organized of the following: two of the unorganized and
information, used clearly organized following: difficult to follow.
mostly correct information, correct clearly organized
grammar and grammar and spelling information,
spelling and used usage, and/or legible correct grammar
legible handwriting. and spelling
handwriting. usage, and/or
legible
handwriting.

lOMoARcPSD|36291444
Relevance to Exemplary Satisfactory Fair Poor

the Topic
The topic is clearly The topic from the The topic from The topic from
explained and composition is the composition the composition is
relevant explained but is not clearly totally not
specific details as explained and explained and
evidence that support specific evidence specific evidence
this theme are not that supports this that supports this
provided. claim is not claim is not
provided. provided.
Adapted from: https://www.rcampus.com/rubricshowc.cfm?code=FX9B359&sp=yes&
REFLECTION
Complete the following statements:
I learned that ____________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
I enjoyed most on _________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
I want to learn more on ____________________________________________________

______________________________________________________________________________
______________________________________________________________________________

lOMoARcPSD|36291444
Faltado, Ruben E. et al (2017) General Biology 1 for Senior High School Specialized Subject.
Lorimar Publishing Inc.
Ramos, John Donnie A et al (2012) Biology: Exploring Life Through Science 2nd Edition. Phoenix
Publishing House Inc.
Levine, Miller Prentice Hall Biology Anvil Publishing, Inc.
Kay Mclaughlin, PhD (2020) Aerobic Respiration retrieved from
https://biologydictionary.net/aerobic-respiration/
Kaiser, Gary Aerobic Respiration and Genetics retrieved from
https://bio.libretexts.org/Bookshelves/Microbiology/
Khan Academy, Steps of Cellular Respiration retrieved from
https://www.khanacademy.org/science/biology/cellular-respiration-and-fermentation/overview-
of-cellular-respiration-steps/a/steps-of-cellular-respiration
http://www2.yvcc.edu/Biology/109Modules/Modules/cellrespiration.htm

lOMoARcPSD|36291444
ANSWER KEY
Activity 1.B.
1. The main source during aerobic exercise is oxygen.
2. (Sample Answer) can help you lose weight and keep it off, may help lower and control
blood pressure, may increase your stamina and reduce fatigue during exercise, activates
immune systems, making you less likely to get colds or the flu, strengthens your heart,
boosts mood, may help you live longer than those who don’t exercise
3. (Sample Answer) Anaerobic exercise can be beneficial to build muscle or lose weight. It
may also help you maintain muscle mass as you age and it can also strengthen bones.
4. It is recommended that healthy adults get at least 30 minutes of moderate-intensity
aerobic exercise at least 5 days a week, or at least 25 minutes of vigorous aerobic activity
3 days a week.
Activity 2: Understanding Cellular Respiration
1. It. shows chemical equations that summarize the inputs and outputs of cellular respiration.
The curved arrows represent coupled chemical reactions; the top reaction provides the
energy needed for the bottom reaction.

lOMoARcPSD|36291444
2.
How the Body Gets this Molecule or

Input Source: Outside
How this Molecule is Regenerated Inside Each
Molecule or Inside the Cell
Cell
Oxygen Outside Through breathing, oxygen is being absorbed and
processed in the body by the action of the respiratory
system
Sugar Outside By means of eating, sugar from carbohydrates is
(Glucose) being processed and absorbed by the cells through the
action of the digestive system.
Guide Questions
1. Cellular respiration is a complex process by which energy in the form of ATP is released from
the food molecules
2. The three processes of cellular respiration are glycolysis, Krebs’ cycle, and electron transport
chain. Glycolysis occurs in the cytoplasm of the cell. It involves the splitting of 1 6-carbon sugar
molecules into 2 3-carbon pyruvate molecules yielding 2 ATP molecules. The Krebs’ cycle is a
series of enzyme-catalyzed reactions that break down acetyl-CoA completely into carbon dioxide
and water. The end products are 4 ATP, 10 NADH, and 2 FADH2 molecules. The cell ejects CO2
as waste. The electron transport chain refers to a series of oxidation processes where electrons
(H2+) carried by NADH2 and FADH2 are transferred to electron acceptors.
3. All organisms employ the process of cellular respiration that releases stored chemical energy
in food. All living things need energy to perform body functions. Without available energy, all
living things would cease to exist.
Prepared by:
FRANCIS M. SUGUE
francis.sugue@deped.gov.ph

lOMoARcPSD|36291444
GENERAL BIOLOGY 1
Name of learner: ____________________________ Grade level: ________________

Section: ___________________________________ Date: _____________________
ENERGY TRANSFORMATION: (Glycolysis, Krebs Cycle, Electron Transport

Chain, Chemiosmosis)
Hello mighty learner? How are you today? I know you had a lot of stories to
tell. It’s obviously a challenging battle for each of us, but as they say, we cannot just
throw away this fight but instead we must look on a way to continue learning without
risking health and security. Learning is fun at home with our family who are always
supportive and enthusiast for this learning process. Let’s go deeper with this energy
transformation. I believed you have learned a lot from your previous activities.
CELLULAR
RESPIRATION and its
pathways
www.google.com/cellular
respiration picture
Glycolysis is the first step in the breakdown of glucose to extract energy for cellular
metabolism. It consists of an energy-requiring phase followed by an energy-releasing
phase.
Glycolysis is used by all cells in the body for energy generation. The final product
of glycolysis is pyruvate in aerobic settings and lactate in anaerobic conditions.
Pyruvate enters the Krebs cycle for further energy production. For better understanding
of the detailed explanation of glycolysis, you can click the link using your mobile phones

lOMoARcPSD|36291444
or laptops (https://www.youtube.com/watch?v=A1nJRoPGkRs). Ask for assistance of

your parents or siblings.
The Krebs cycle, also known as the citric acid cycle or the tricarboxylic acid cycle, is
one of the most important reaction sequences in biochemistry. Not only is this series of
reactions responsible for most of the energy needs in complex organisms, the
molecules that are produced in these reactions can be used as building blocks for a
large number of important processes, including the synthesis of fatty acids, steroids,
cholesterol, amino acids for building proteins, and the purines and pyrimidines used in
the synthesis of DNA. Fuel for the Krebs cycle comes from lipids (fats) and
carbohydrates, which both produce the molecule acetyl coenzyme-A (acetyl-CoA). This
acetyl-CoA reacts in the first step of the eight step sequence of reactions that comprise
the Krebs cycle, all of which occur inside mitochondria of eukaryotic cells. While the
Krebs cycle does produce carbon dioxide, this cycle does not produce significant
chemical energy in the form of adenosine triphosphate (ATP) directly, and this reaction
sequence does not require any oxygen. Instead, this cycle produces NADH and
FADH2, which feed into the respiratory cycle, also located inside of the mitochondria. It
is the respiratory cycle that is responsible for production of large quantities of ATP and
consumption of oxygen. In addition, the respiratory cycle converts NADH and
FADH2 into reactants that the Krebs cycle requires to function. Thus, if oxygen is not
present, the respiratory cycle cannot function, which shuts down the Krebs cycle. For
this reason, the Krebs cycle is considered an aerobic pathway for energy production. To
be equipped with more understanding regarding krebs cycle, click the link using your
mobile phones or laptops. (https://www.youtube.com/watch?v=ubzw64PQPqM)
The electron transport chain (ETC) is a series
of complexes that transfer electrons from electron donors to electron
acceptors via redox (both reduction and oxidation occurring simultaneously) reactions,
and couples this electron transfer with the transfer of protons (H+ ions) across
a membrane. The electron transport chain is built up of peptides, enzymes, and other
molecules.
The flow of electrons through the electron transport chain is an exergonic process. The
energy from the redox reactions create an electrochemical proton gradient that drives
the synthesis of adenosine triphosphate (ATP). In aerobic respiration, the flow of
electrons terminates with molecular oxygen being the final electron receptor.
In anaerobic respiration, other electron acceptors are used, such as sulfate.
The electron transport chain, and site of oxidative phosphorylation is found on the inner
mitochondrial membrane. The energy stored from the process of respiration in reduced
compounds (such as NADH and FADH) is used by the electron transport chain to pump
protons into the inter membrane space, generating the electrochemical gradient over
the inner mitochrondrial membrane. In photosynthetic eukaryotes, the electron transport
chain is found on the thylakoid membrane. Here, light energy drives the reduction of
components of the electron transport chain and therefore causes subsequent synthesis

lOMoARcPSD|36291444
of ATP. (https://www.youtube.com/watch?v=C8VHyezOJD4) watch this simplified

explanation for electron transport chain)
Chemiosmosis is when ions move by diffusion across a semi-permeable membrane,
such as the membrane inside mitochondria. Ions are molecules with a net electric
charge, such as Na+, Cl–, or specifically in chemiosmosis that generates energy, H+.
During chemiosmosis, ions move down an electrochemical gradient, which is a gradient
of electrochemical potential (a form of potential energy). Since chemiosmosis is a type
of diffusion, ions will move across a membrane from areas of high concentration to
areas of low concentration. Ions also move to balance out the electric charge across a
membrane. Chemiosmosis is involved in the production of adenosine triphosphate
(ATP), which is the main molecule used for energy by the cell. In eukaryotes, ATP is
produced through the process of cellular respiration in the mitochondria. First, the
molecules NADH and FADH2, obtained from the citric acid cycle, pass electrons
down an electron transport chain, which releases energy. This energy allows
protons (H+) to travel down a proton gradient via chemiosmosis. This in turn
provides the energy for the enzyme ATP synthase to make ATP. Through oxygen
and glucose, ATP is ultimately created through the phosphorylation of ADP.
In aerobic respiration, 38 ATP molecules are formed per glucose molecule. Since
chemiosmosis plays a role in the creation of ATP during this process, without
chemiosmosis, organisms would not be able to produce the energy that they need to
live. (https://www.youtube.com/watch?v=IXSr8xNsvyE) chemiosmosis explained.
LEARNING COMPETENCY
Distinguish major features of glycolysis, krebs cycle, electron transport chain, and
chemiosmosis (STEM_BIO11/12-IIa-j-8)
Hello, are you still there? Are you excited to explore learning with this
energy transformation? Previous activities that you have accomplished are
connected with this task as well. There are three (3) activities in this learning
area. I want you to free your thoughts from any forms of anxiety or pressure so
you could concentrate and focus.
1. Read the parts of the material. Use the suggested references or other
related references to easily answer the activities. It may be
downloaded, reproduced or viewed depending on the need of learners.
2. Follow the instructions correctly.
3. After completing the task, submit your output to your teacher

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LEARNING ACTIVITY 1: UNDERSTANDING THE

CURRENCY OF ENERGY
PROCEDURE
Imagine that you’re one of the characters in this scenario. Maria Clara has
just arrived from United States of America. So she invited her friends, Corrie,
Maribel, Juan Victor and Theresa who are grade 11 students to eat lunch at a
nearby restaurant. They enjoy the company of one another eating their favourite
meal.
GUIDE QUESTIONS
Answer the following based on your understanding about cellular respiration: Write your
answer on the line/space provided.
1. If Maria Clara paid the cashier the US dollar bill, would the cashier accept the money
as a form of payment for the food ordered and explain why?
2. If Juan Victor ate combo meal and the amount of the food eaten is P49.00 and he
gave out 1000-peso cheque to the cashier, what do you think the cashier would ask to
the student? (Assuming that the student is the first customer of the day).
3. What should the students do (one with a US dollar bill and one with a 1000-peso
money cheque) to make their money more usable in the given situation?
4. Just like the US dollar bill and the 1000-peso money cheque, the glucose in the food
that we eat is a principal high-energy molecule that has to be digested into smaller
molecules in order to release the high energy molecule that is highly recognized by the
cell. What do you call this molecule that serves as the “energy currency of the cell”?
5. After this group of students have eaten the food at their school canteen, how do they
obtain energy from these food molecules?
______________________________________________________.

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LEARNING ACTIVITY 2: ENHANCING KNOWLEDGE OF

CELLULAR RESPIRATION
PROCEDURE
Read the entire text located on the background information, you can also
read and refer from your previous activity in cellular respiration. This activity aims to
distinguished different features involving cellular respiration through sequencing and
knowing the parts of mitochondrion. You can colour the mitochondrion based on your
preference. Provide your answer at the box.
GLYCOLYSIS
KREBS CYCLE
ETC

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LEARNING ACTIVITY 3: SUMMARY OF LEARNING
PROCEDURE
Based on your understanding of the concept of cellular respiration, in connection

with your preceding tasks, please accomplish the table. You can use online learning
materials for your reference. You may seek assistance from your parents, siblings and
other guardians for links that is provided located at the last page of this material. May
God bless you with more wisdom. Have an enjoyable time of learning.
Stage Significant Features Location Some Some end Net ATP

/site starting products gained
materials
Glycolysis
Krebs Cycle
Electron
Transport Chain
and
Chemiosmosis

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RUBRIC FOR SCORING
I. For Activity 1, each correct answer is equivalent to 2 points. The teacher may give 1
point for the efforts of the students whose answer is incorrect.
II. For Activity 2, each correct label is equivalent to 1 point. Correct description per stage
of cellular respiration is 5 points each.
III. For Activity 3, each correct answer in a given table box is equivalent to 2 points, so
there is a total of 30 points in this table.
REFLECTION
1. I learned that
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
2. I enjoyed most on_______________________________________________.
3. I want to learn more on ___________________________________________.
Here are the references available at the internet. Just click the link provided. You
can seek the help of your brothers and sisters or your parents.
Asha Kumari (2018) Glycolysis. Retrieved from
https://www.sciencedirect.com/topics/neuroscience/glycolysis
R.A Bender, in Brenners Encyclopedia of Genetics (Second Edition), 2013
https://www.sciencedirect.com/topics/engineering/krebs-cycle
https://en.wikipedia.org/wiki/Electron_transport_chain

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ANSWER KEY
1. No, the US dollar bill is not usable/operational at this moment, it must
be exchange into a Philippine peso-bill.
2. Encash the 1000-peso cheque first at the bank
3. Convert the US dollar bill to Philippine Peso and encash the 1000-peso
bill cheque at the bank
4. ATP or Adenosine Triphosphate, a form of nucleic acid
5. The complex food molecules are broken down by digestion into simpler
substances that are absorbed by the body through the bloodstream. These food
molecules will be transported to all their cells. Breaking down of food is a
catabolic process that converts the energy in the chemical bonds of nutrients to
chemical energy stored in ATP that occur inside the cells of these students. This
process is known as cellular respiration.

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Stage Significant Features Location/ Some Some end ATP

site starting products gained
materials
Glycolysis Series of reactions in which Cytosol/ Glucose, Pyruvate, 2
glucose is degraded to pyruvate cytoplasm ATP, NAD+, ATP, NADH
Pi
Krebs Cycle Series of reactions in which the Mitochon Acetyl CoA, CO2, NADH, 2
acetyl portion of acetyl CoA is dria H2O, NAD+, FADH2,
degraded to CO2; hydrogen FAD, ADP, Pi ATP
atoms are transferred to carriers;
ATP is synthesized.
Electron Transport Chain of several electron Mitochon NADH, ATP, H2O, 32
Chain and transport molecules; electrons dria FADH2, O2, NAD+, FAD
Chemiosmosis are passed along chain; released ADP, Pi
energy is used to form a proton
gradient; ATP is synthesized as
protons diffuse down the
gradient; oxygen is final electron
acceptor.
Developed by:
DICKSON C. RODRIGUEZ
dicksonrodriguez30@gmail.com
SANTA MARIA HIGH SCHOOL

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GENERAL BIOLOGY 1
Name of learner: ____________________________Grade level: ________________

Section: ___________________________________Date: _____________________
Reactions that produce and consume ATP

Hello, I know you have a wide array of understanding about cellular
respiration since you are able to accomplish the prior competency. You can
stand up for a while, take a deep breath, or find a peaceful place with nice air. I
hope we’re on the same goal, to explore another journey of learning. At this
moment, we will be discovering about ATP. Of course it is not new to you since
you have encountered it a lot of times. Have fun!
Adenosine triphosphate (ATP) is

the energy currency for cellular
processes. ATP provides the
energy for both energy-consuming
endergonic reactions and energy-
releasing exergonic reactions,
which require a small input of
activation energy.
ATP: Adenosine Triphosphate

When the chemical bonds within ATP are broken, energy is released and can be
harnessed for cellular work. The more bonds in a molecule, the more potential energy it
contains. Because the bond in ATP is so easily broken and reformed, ATP is like a
rechargeable battery that powers cellular process ranging from DNA replication to
protein synthesis.

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Molecular Structure
Adenosine triphosphate (ATP) is comprised of the molecule adenosine bound to three
phosphate groups. Adenosine is a nucleotide consisting of the nitrogenous base
adenine and the five-carbon sugar ribose. The three phosphate groups, in order of
closest to furthest from the ribose sugar, are labeled alpha, beta, and gamma. Together,
these chemical groups constitute an energy powerhouse. The two bonds between the
phosphates are equal high-energy bonds (phosphoanhydride bonds) that, when broken,
release sufficient energy to power a variety of cellular reactions and processes. The
bond between the beta and gamma phosphate is considered “high-energy” because
when the bond breaks, the products [adenosine diphosphate (ADP) and one inorganic
phosphate group (Pi)] have a lower free energy than the reactants (ATP and a water
molecule). ATP breakdown into ADP and Pi is called hydrolysis because it consumes a
water molecule (hydro-, meaning “water”, and lysis, meaning “separation”)..
Adenosine Triphosphate (ATP): ATP is

the primary energy currency of the cell. It
has an adenosine backbone with three
phosphate groups attached
www.google.com/ATP
Energy Coupling in Sodium-Potassium Pumps
Energy Coupling: Sodium-

potassium pumps use the energy
derived from exergonic ATP
hydrolysis to pump sodium and
potassium ions across the cell
membrane.
Cells couple the exergonic reaction of ATP hydrolysis with the endergonic reactions of
cellular processes. For example, transmembrane ion pumps in nerve cells use the

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energy from ATP to pump ions across the cell membrane and generate an action
potential. The sodium-potassium pump (Na+/K+ pump) drives sodium out of the cell and
potassium into the cell. When ATP is hydrolyzed, it transfers its gamma phosphate to
the pump protein in a process called phosphorylation. The Na+/K+ pump gains the free
energy and undergoes a conformational change, allowing it to release three Na+ to the
outside of the cell. Two extracellular K+ ions bind to the protein, causing the protein to
change shape again and discharge the phosphate. By donating free energy to the
Na+/K+ pump, phosphorylation drives the endergonic reaction.
Energy Coupling in Metabolism
During cellular metabolic reactions, or the synthesis and breakdown of nutrients, certain
molecules must be altered slightly in their conformation to become substrates for the
next step in the reaction series. In the very first steps of cellular respiration, glucose is
broken down through the process of glycolysis. ATP is required for the phosphorylation
of glucose, creating a high-energy but unstable intermediate. This phosphorylation
reaction causes a conformational change that allows enzymes to convert the
phosphorylated glucose molecule to the phosphorylated sugar fructose. Fructose is a
necessary intermediate for glycolysis to move forward. In this example, the exergonic
reaction of ATP hydrolysis is coupled with the endergonic reaction of converting glucose
for use in the metabolic pathway.
LEARNING COMPETENCY
Describe reactions that produce and consume ATP (STEM_BIO11/12-IIa-j-9)
Hello my dear learner, I hope you’re doing well. ATP concepts above require you to
read and understand it with full concentration. You have learned about stages of cellular
respiration and this is just a bit of continuation.
I want you to perform the following activities. If you are at home you can have the
activity together with your family. Take note of each step, you can contact your teacher
for clarifications and assistance. Enjoy learning!
READ THIS!!
Oxidative phosphorylation is the process that explains how molecules of FADH2 and
NADH are used to make ATP. The term “oxidative” is used because oxygen accepts an
electron while the gradient made by the movement of electrons powers the creation of
ATP.

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Stage of cellular Substrate -level Oxidative Phosphorylation through ETC total

metabolism phosphorylation NADH Subtotal FADH2 Subtotal 36-38
1 1
Glycolysis 2 2 4-6 2
Pyruvate grooming 0 2 6
(Decarboxylation of
Pyruvate )(x2)3
Citric Acid cycle 2 6 18 2 4
(x2)3
Subtotal 4 28-30 4
Four major reaction pathways:

1. Glycolysis
2. Conversion of Pyruvate to Acetyl CoA (also called Oxidation of Pyruvate , Pyruvate
Processing, Pyruvate Grooming)
3. Kreb’s Cycle(Citric Acid Cycle, Tricarboxylic Acid Cycle)
4. Electron Transport Chain (Chemiosmosis)

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LEARNING ACTIVITY 1: ENHANCING KNOWLEDGE

ABOUT ATP
PROCEDURE
Complete this table based on your understanding about cellular

metabolism. You can refer to the above concept in the table provided for you.
STAGE LOCATION WHAT REACTANT PRODUCTS ATP PRODUCED

HAPPENS (what goes (what goes Subtrate Oxidative
in) out) level phosphorylation
phosphoryl
ation NADH FADH2
Glycolysis
Pyruvate
Processing/groo
ming
Citric Acid cycle

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LEARNING ACTIVITY 2: SIGNIFICANCE OF ATP IN BODY

ACTIVITY
PROCEDURE
Read the following and study its implication then complete the table below based
on your understanding.
“ATP hydrolysis provides the energy needed for many essential processes in
organisms and cells. These include intracellular signalling, DNA and RNA synthesis,
Purinergic signaling, synaptic signaling, active transport, and muscle contraction. ”.
DNA/RNA Synthesis
DNA and RNA synthesis requires ATP. ATP is one of four nucleotide-triphosphate
monomers that is necessary during RNA synthesis. DNA synthesis uses a similar
mechanism, except in DNA synthesis, the ATP first becomes transformed by removing
an oxygen atom from the sugar to yield deoxyribonucleotide, and ATP.
Purinergic Signaling
Purinergic signaling is a form of extracellular paracrine signaling that is mediated by
purine nucleotides, including ATP. This process commonly entails the activation of
purinergic receptors on cells within proximity, thereby transducing signals to regulate
intracellular processes. ATP is released from vesicular stores and is regulated by IP3, in
addition to other common exocytotic regulatory mechanisms. ATP is co-stored and co-
released among neurotransmitters, further supporting the notion that ATP is a
necessary mediator of purinergic neurotransmission in both sympathetic and
parasympathetic nerves. ATP can induce several purinergic responses, including
control of autonomic functions, neural glia interactions, pain, and control of vessel tone.
Neurotransmission
The brain is the highest consumer of ATP in the body, consuming approximately twenty-
five percent of the total energy available. A large amount of energy is spent on
maintaining ion concentrations for proper neuronal signaling, as well as on synaptic
transmission. Synaptic transmission is an energy-demanding process. At the
presynaptic terminal, ATP is required for establishing ion gradients that shuttle
neurotransmitters into vesicles, and for priming the vesicles for release through
exocytosis.Neuronal signaling is dependent upon the action potential reaching the
presynaptic terminal, signaling the release of the loaded vesicles. This process is
dependent upon ATP restoring the ion concentration in the axon after each action
potential, allowing another signal to occur.

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ATP in Muscle Contraction

Muscle contraction is a necessary function of everyday life and could not occur without
ATP. There are three primary roles that ATP performs in the action of muscle
contraction. The first is through the generation of force against adjoining actin filaments
through the cycling of myosin cross-bridges. The second is the pumping of calcium ions
from the myoplasm across the sarcoplasmic reticulum against their concentration
gradients using active transport. The third function performed by ATP is the active
transport of sodium and potassium ions across the sarcolemma so that calcium ions
may be released when the input is received. The hydrolysis of ATP drives each of these
processes.
Body Activity What happens if there’s a What happens if there’s
sufficient supply of ATP an insufficient supply of
ATP
Intracellular signalling
DNA and RNA synthesis
Purinergic signalling
Synaptic signalling
Active transport
Muscle contraction

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LEARNING ACTIVITY 3: KNOWING THE ENZYMES OF

CELLULAR RESPIRATION
PROCEDURE
Enzymes are proteins that act as catalysts for reactions, such as those
in cellular respiration. They increase the likelihood of a reaction by lowering the
energy required for a reaction to occur. In this 3rd activity, identify all the enzymes
present in each stage. Write your answer at the box located below. You can use any
source of link either google or yahoo. Have fun in learning!
Name all
enzymes present
in glycolysis.

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Identify all enzymes

present in citric acid
cycle or krebs cycle.
What are the enzymes involved in

ELECTRON TRANSPORT SYSTEM?

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RUBRIC FOR SCORING
For Activity 1 there would be 2 points for each correct answer in the box.
For Activity 2, there would be 5 points in each correct and related answer. The teacher
may decide to give 3 points or lower to the answers given by the students which are not
related.
For Activity 3, there would be 1 point in each correct enzyme identified. The many
enzymes they know, the more points they will accumulate.
REFLECTION
1. I learned that
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
2. I enjoyed most on_______________________________________________.
can seek the help of your parents and siblings.
Miller and Levine Biology (2018) concept of cellular respiration/retrieved June 10, 2020.
https://courses.lumenlearning.com/boundless-biology/chapter/atp-adenosine-
triphosphate/.
https://www.ncbi.nlm.nih.gov/books/NBK553175/#:~:text=Function,active%20transport
%2C%20and%20muscle%20contraction.
https://www.google.com/search?sxsrf=ALeKk03qqbSQ70EPNAq_TkLSCOSQ4U5Lbg%
3A1593002734284&ei=7krzXtjsEIW2mAXDs66gBw&q=do+enzyme+in+cellular+respirat
ion+helps+in+oxygen+production&oq=do+enzyme+in+cellular+respiration+helps+in+Ox
ygen&gs_lcp=

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ANSWER KEY: LEARNING ACTIVITY 1
STAGE LOCATION WHAT HAPPENS REACTANT( PRODUCT ATP PRODUCED

what goes S (what Subtrate Oxidative
in) goes out) level phosphorylation
phosphor
ylation
NADH FADH
2
Glycolysis Cytoplasm Series of reaction; Glucose, Pyruvate 2 2 0
glucose is ATP
degraded to NADH
pyruvate
Pyruvate Mitochondri Each pyruvate is pro 2 NADH CO2 0 6 0

Processing/ on cessed to release one 2 CO2
molecule of CO2, and
grooming the remaining two
2 Acetyl
carbons are used to Co-A
form the compound
acetyl CoA. The
oxidation
of pyruvate results in
more NAD+ being
reduced to NADH.
Citric Acid Mitochondri Series of reactions Acetyl Co-A 6 NADH 2 18 4
cycle on in which the acetyl Oxaloacetate 2 FADH2
Co-A is degraded 4 CO2
to CO2. hydrogen 2 atp
atoms are
transferred to
carriers;ATP is
synthesized

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Body Activity What happens if there’s a What happens if there’s

sufficient supply of ATP an insufficient supply of
ATP
Intracellular signalling Communication between Delayed sending and
cells is functional; receiving of signals;
responses are efficient and delayed response
at its maximum.
DNA and RNA synthesis Sustained both DNA and Malfunctioned synthesis;
RNA synthesis for can lead to various
replication. chromosomal abnormalities
Purinergic signalling Signals to regulate Regulation to intracellular
intracellular processes are processes will be affected
well-functioned.
Synaptic signalling Neurotransmitters/synapse Delayed/poor synaptic
will have a good transmission.
communication signals
towards controlled organs.
Active transport Movement of molecules Difficulty in transporting
across cell membrane is at different molecules across
its maximum. cell membrane
Muscle contraction Impulse and action Motor neurons are
potentials in peak function. dysfunctional. May cause
body weakness, fatigue.

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LEARNING ACTIVITY 3: ANSWER KEY
https://www.google.com/search?q=picture+of+glycolysis+wit
h+enzymes

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https://www.google.com/search?q=PICTURE+OF+KREBS+CYCLE+WITH+ENZYMES
https://www.google.com/search?q=PICTURE+OF+ELECTRON+TRANSPORT+CHAIN+WITH+ENZYMES
Prepared by:

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GENERAL BIOLOGY 1
Name of learner: ____________________________Grade level: ________________

Section: ___________________________________Date: _____________________
Role of Oxygen in Cellular Respiration
Welcome back! I hope you’re doing just fine. Have you ever wonder what’s the
content of air you breathe in a day? Let’s talk about Oxygen. I know you have realized
its significance since your childhood days, because without oxygen, we definitely die.
Let’s go deeper as we connect it in cellular respiration process. By its definition, cellular
respiration as had been discussed is the process by which cells release energy from
glucose and change it into a usable form called ATP. ATP is a molecule that provides a
small amount of energy to the cell, which provides it fuel to do specific tasks.
There are two types of respiration: anaerobic and aerobic. Anaerobic respiration does
not use oxygen. Anaerobic respiration produces yeast or lactate. When exercising, the
body uses oxygen more quickly than it is taken in; anaerobic respiration provides lactate
to keep the muscles moving. Lactate build-up and lack of oxygen are the reasons for
muscle fatigue and laboured breathing during hard exercise.

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Diagram showing the

pathways of glucose in
presence and absence of
Oxygen during cellular
respiration.
www.google.com/
Aerobic Respiration
Aerobic respiration occurs in three stages where a glucose molecule is the source of
energy. The first stage is called glycolysis and does not require oxygen. In this stage,
ATP molecules are used to help break down glucose into a substance called pyruvate,
a molecule that transports electrons called NADH, two more ATP molecules, and
carbon dioxide. Carbon dioxide is a waste product and is removed from the body.
The second stage is called the Krebs cycle. This cycle consists of a series of complex
chemical reactions that generate additional NADH.
The final stage is called electron transport phosphorylation. During this stage, NADH
and another transporter molecule called FADH2 carry electrons to the cells. Energy
from the electrons is converted to ATP. Once the electrons have been used, they are
donated to atoms of hydrogen and oxygen to make water.
Glycolysis in Respiration
Glycolysis is the first stage of all respiration. During this stage, every molecule of
glucose is broken down into a carbon-based molecule called pyruvate, two ATP
molecules, and two molecules of NADH.
Once this reaction has occurred, the pyruvate goes through a further chemical reaction
called fermentation. During this process, electrons are added to the pyruvate to
generate NAD+ and lactate.
In aerobic respiration, the pyruvate is further broken down and combined with oxygen to
create carbon dioxide and water, which are eliminated from the body.

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Krebs Cycle
Pyruvate is a carbon-based molecule; each molecule of pyruvate contains three carbon
molecules. Only two of these molecules are used to create carbon dioxide in the final
step of glycolysis. Thus, after glycolysis there is loose carbon floating around. This
carbon binds to various enzymes to create chemicals used in other capacities in the
cell. The Krebs cycle reactions also generate eight more molecules of NADH and two
molecules of another electron transporter called FADH2.

Oxygen is one among the most
important component in
Electron Transport System.

NADH and FADH2 carry electrons to specialized cell membranes, where they are
harvested to create ATP. Once the electrons are used, they become depleted and must
be removed from the body. Oxygen is essential for this task. Used electrons bind with
oxygen; these molecules eventually bind with hydrogen to form water.
The reduction of oxygen is not an end in itself. Oxygen serves as an electron

acceptor, clearing the way for carriers in the sequence to be reoxidized so that
electron transport can continue. In your mitochondria, in the absence of oxygen, or in
the presence of a poison such as cyanide, there is no outlet for electrons. All carriers
remain reduced and Krebs products become out of balance because some Krebs
reactions require NAD or FAD and some do not. However, you don't really care about
that because you are already dead. The purpose of electron transport is to conserve
energy in the form of a chemiosmotic gradient. The gradient, in turn, can be exploited
for the phosphorylation of ADP as well as for other purposes. With the cessation of
aerobic metabolism cell damage is immediate and irreversible.
Electron pathways and inhibition
Electron transport inhibitors act by binding one or more electron carriers, preventing
electron transport directly. Changes in the rate of dissipation of the chemiosmotic
gradient have no effect on the rate of electron transport with such inhibition. In fact, if
electron transport is blocked the chemiosmotic gradient cannot be maintained. No
matter what substrate is used to fuel electron transport, only two entry points into the

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electron transport system are known to be used by mitochondria. A consequence of

having separate pathways for entry of electrons is that an ETS inhibitor can affect one
part of a pathway without interfering with another part. Respiration can still occur
depending on choice of substrate.
An inhibitor may competely block electron transport by irreversibly binding to a binding

site. For example, cyanide binds cytochrome oxidase so as to prevent the binding of
oxygen. Electron transport is reduced to zero. Breathe all you want - you can't use any
of the oxygen you take in. Rotenone, on the other hand, binds competitively, so that a
trickle of electron flow is permitted. However, the rate of electron transport is too slow
for maintenance of a gradient.
LEARNING COMPETENCY
Describe the role of Oxygen in respiration and describe pathways of electron flow in
the absence of oxygen (STEM_BIO11/12-IIa-j-10)
Hello future builders, this is the last activity for this week. You have
learned a lot about cellular respiration. Now it’s time for you to breath a pile of
oxygen to nourish all your brain cells.
Points to ponder:
Why is Oxygen important?
Oxygen is important so the H atoms produced in glycolysis and krebs
cycle can be converted to water and drive the production of ATP.
What happens in the absence of oxygen?
Krebs cycle and electron transport chain can’t take place and pyruvate
builds up in the cell.
Anaerobic process of glycolysis is the only source of ATP

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LEARNING ACTIVITY 1: IMPORTANCE OF OXYGEN
PROCEDURE
Explain the following event in cellular respiration by accomplishing the table.

Event What happens when What happens when Are there any
Oxygen is present Oxygen is absent alternatives or body
mechanism to resolve
it? Explain
Glycolysis
h www.google.com/search?q=picture+of+glycolysis
Kreb’s Cycle
https://www.google.com/search?q=picture+of+krebs+cycle
ttps://www.google.com/search?q=PICTURE+OF+ELECTRO
h
N+TRANSPORT+CHAIN
GUIDE QUESTIONS
1. In your own understanding of the concept of cellular metabolism, how does the
pathway of electron and energy production change in the absence of oxygen?
______________________________________________________________________
______________________________________________________________________
___________________________________.
2. How is ATP produced in the absence of oxygen?
______________________________________________________________________
______________________________________________________________________
____________________________________.

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3. What happens if there is no oxygen in the electron transport chain?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________.
4. How do you define the word fermentation? How about anaerobic respiration?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________.
LEARNING ACTIVITY 2: A Life with Oxygen
PROCEDURE
Nowadays, we have been experiencing a drastic change in the environment.

There is so much pollution everywhere. Carbon Dioxide and other pollutants seem to
occupy the higher percentage of air and we engulf it through our respiratory system. It’s
not new to us that Acute and Chronic Respiratory Illnesses have been the leading
morbidities here in our country. As a student, your voice is louder than anybody else
amplified by your actions and influence in this generation.
Yes, by internal systems we survive because of Oxygen for cells. How about our
source? External resources? Our mother earth? Oxygen is depleting!
May you be enlightened by these realizations that everyone has a huge
responsibility to save our mother nature.
My dear learner, use this opportunity to write your plea to every people in this
nation. By this simple act, we can reach out everyone and we can spread awareness,
love and responsibility.
I want you to write on the border provided below for you. Write on this manner;
heading, the body that contains your plea and sympathy with the environment, and the
conclusion that indicates your reflection or realization how significant the oxygen is.

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Dear _______________________:
Sincerely,
_______________________
_

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LEARNING ACTIVITY 3: RESPIRATION EVENTS INSIDE THE BODY
PROCEDURE:
Match Column A based on the definition located at Column B. Write your
answer on the space provided on column B.
A B
A. BREATHING ___Using the oxygen in cell proceses and

the production of carbon dioxide
B. EXTERNAL RESPIRATION __Transport of oxygen to the body cells
and the return of carbon dioxide
C. GAS TRANSPORT BY BLOOD __Moving the air into and out of the lungs
D. INTERNAL RESPIRATION __Exchanging gases between the blood
and the body cells
E. CELLULAR RESPIRATION __Exchanging gases between the air in
the lungs and the blood.
RUBRIC FOR SCORING
For Activity 1, there would be 3 points in each correct answer per box. The teacher may
give 1 or 2 points to the answer of the students who are incomplete or unrelated. For
guided questions, 3 points will also be given to the complete and justified answer.
For Activity 2, 15 points will be given to the letter that is neat, sincere and self-made.
The teacher may give other scores according to student’s construction of letter through
neatness, sincerity and originality.
For Activity 3, 1 point will be given for each correct answer.

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REFLECTION
1. I learned that
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
2. I enjoyed most on_______________________________________________.
can seek the help of your parents or siblings.
Miller and Levine Biology (2018) concept of cellular respiration/retrieved June 10, 2020.
https://sciencing.com/oxygen-release-energy-cellular-respiration-6362797.html
https://www.ruf.rice.edu/~bioslabs/studies/mitochondria/mitets.
https://www.google.com/search?=how+does+the+pathway+of+electron+and+energy+productio
n+change+in+the+absence+of+oxygen&oq=how+does+the+pathway+of+electron+and+energy
+production+change
https://en.wikipedia.org/wiki/Fermentation
https://en.wikipedia.org/wiki/Anaerobic_respiration
http://www.uwyo.edu/bio1000skh/lecture14.htm#:
https://openoregon.pressbooks.pub/mhccmajorsbio/chapter/7-8-fermentation

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ANSWER KEY: LEARNING ACTIVITY 1
Event What happens when What happens when Are there any
Oxygen is present Oxygen is absent alternatives or body
mechanism to
resolve it? Explain
Glycolysis Although glycolysis do Still glycolysis will Usually none but
esn't require oxygen, push through even fermentation if
the fate of the pyruvate without oxygen. necessary.
molecules depends on Fermentation Fermentation in food
whether oxygen happens. processing is the
is present. process of converting
If oxygen isn't carbohydrates to
alcohol or organic
available, the pyruvate
acids using
is converted to lactate, microorganisms—
and no additional ATP yeasts or bacteria—
is produced from this
https://www.google.com/search?q=pic ture+of+gly coly sis +with+or+without+oxygen&sxsrf=ALeKk02nztN8tglKYJyb5c80sio 7hnhytg:1593 048503607&source=lnms&tbm=isch&sa=X&ved=
under anaerobic
conversion. If oxygen conditions.
is present, the
pyruvates are
transported into the
Kreb’s Cycle
mitochondrial matrix
If oxygen is present, The Krebs Usually none
pyruvate from cycle does not
glycolysis is sent to the use oxygen, though it
mitochondria. ... does stop in
The Krebs the absence of oxyge
cycle consumes n because it runs out
pyruvate and produces of NAD and FAD. ...
three things: carbon This use of fatty acids
dioxide, a small amount by the Krebs
of ATP, and two kinds cycle generates CO2,
of reductant molecules a small amount of
called NADH and ATP, and the electron
FADH. The carrier molecules
CO2 produced by NADH and FADH just
the Krebs cycle is the as use of pyruvate
same CO2 that you does.
exhale.
Electron Transport Chain The electron When no oxygen is the body could
transport present, the electron switch to
chain produces transport chain can't fermentation or
adenosine run because there is anaerobic
triphosphate, the main no oxygen to act as respiration.

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cellular the
energy. Oxygen acts final electron accepto
as a r. This means that the
final electron acceptor ETC will not be
that helps accepting electrons fr
move electrons down om NADH as its
a chain that results in source of power, so
adenosine triphosphate NAD+ will not be
production. regenerated.
Guide questions.
1. If there is no oxygen to accept electrons, then the electron transport chain stops working and
the high energy molecules NADH+H and FADH2 cannot be converted back into NAD and FAD.
... These molecules become the limiting reagents needed for glucose break down to continue,
and when they run out, the pathway stops.
2. Anaerobic glycolysis is the process of producing ATP in the absence of oxygen. ... For
example when we go through a strenuous exercise and oxygen is not supplied fast enough for
our muscles to produce ATP through oxidative phosphorylation, our muscles carry out
anaerobic glycolysis and have glucose turn into pyruvate.
3. When no oxygen is present, the electron transport chain can't run because there is no
oxygen to act as the final electron acceptor. This means that the ETC will not be
accepting electrons from NADH as its source of power, so NAD+ will not be regenerated
4. Fermentation is a metabolic process that produces chemical changes in
organic substrates through the action of enzymes. In biochemistry, it is narrowly defined as the
extraction of energy from carbohydrates in the absence of oxygen.
Anaerobic respiration is respiration using electron acceptors other than molecular oxygen (O2).
Although oxygen is not the final electron acceptor, the process still uses a respiratory electron
transport chain.
Learning Activity 3:
A. BREATHING _E Using the oxygen in cell proceses and

the production of carbon dioxide
B. EXTERNAL RESPIRATION _C Transport of oxygen to the body cells
and the return of carbon dioxide
C. GAS TRANSPORT BY BLOOD _A_ Moving the air into and out of the
lungs
D. INTERNAL RESPIRATION _D Exchanging gases between the blood
and the body cells
E. CELLULAR RESPIRATION _B Exchanging gases between the air in
the lungs and the blood.
Prepared by:

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BIOLOGY I
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
ADVANTAGES & DISADVANTAGES

OF AEROBIC RESPIRATION & FERMENTATION
Background information for learners
From previous lessons, you have learned that oxygen goes to work and plays a key role in
releasing energy from glucose in aerobic respiration. Aerobic respiration is one of the two types
of cellular respiration. The word “aerobic” also refers to activities that depend on aerobic
respiration to produce majority of the energy requirements (Hoffman, 2020).
In the process of fermentation, the glucose is converted into alcohol or lactic acid and
energy without the presence of oxygen (Olivar & Morales-Ramos, 2016). Several fermented foods
have been introduced to market and became a lucrative business nowadays (Dunsby.2016).
Learning competency
• Explain the advantages and disadvantages of fermentation and aerobic respiration

STEM_BIO11/12-IIa-j-12
Directions/Instructions
1. Read the parts of the material. Use the suggested references or other related references
to easily answer the activities. It may be downloaded, reproduced or viewed depending
on the need of learners.
2. Follow correctly the instructions.
3. After completing the task, submit your output to your teacher.
Activity 1. Warming up!
Recall how living things produce energy from food molecules and answer the following
questions below.
1. Complete the chemical equation below.
a. Aerobic Respiration
_______________ + _______________ _________ + ______ + ATP

lOMoARcPSD|36291444
b. Ethanol Fermentation
__________ ___________ + _______+ 2 ATP
c. Lactic acid Fermentation

_______________ _________ + 2 ATP
2. Fill out the missing information in the table below to differentiate aerobic respiration and
fermentation.
Glucose and oxygen Glucose Without oxygen
ATP, water and ATP and lactic acid;

Carbon dioxide or ATP, ethanol, and CO2
With oxygen Glycolysis Glycolysis and

Krebs cycle, fermentation
36 ATP 2 ATP
AEROBIC RESPIRATION FERMENTATION
Inputs
End products
Presence of oxygen
Required stages
Number of ATP produced
NOTE: Practice Personal Hygiene protocols at all times 116

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Activity 2. Let’s Analyze!
Based on the previous activity, answer the following questions.
1. What are the advantages of aerobic respiration and fermentation?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________.
2. How is carbon dioxide produced in fermentation?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________.
3. State the significance of carbon dioxide in the environment.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________.
3. Lactic acid is produced by some bacteria through fermentation, can the human body cells
generate the same? When does this happen?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________.
Activity 3. Watch and tell!
Watch a short clip about aerobic and anaerobic exercise in this link
https://www.youtube.com/watch?v=lVeAK_muXsE. Analyze the various activities presented in the
video and perform the activity below.
Hint: Aerobic exercise is low stress exercise

Anaerobic exercise is high stress exercise

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1. Put a check mark (/) on the blank if the activity is an example of an aerobic activity otherwise
place a cross mark (x).
_____1. 100-m sprint

_____2. Running for 20 minutes
_____3. Squatting
_____4. Dancing
_____5. Long distance running or marathon
_____6. Cycling
_____7. Bodyweight training
Activity 4. Read and Share!
Take a look at the benefits of aerobic exercise listed below. Put a check (√) mark in your
activity sheet all the benefits that applied to you.
This activity should not be scored nor recorded.
________1. Better cardiac function
________2. Weight loss.
________3. Improving mental health
________4. Helps the immune system
________5. Reducing diseases
________ 6. Increases longevity
________7. Increases body resistance
________8. Improves muscle health
________9. Increases the maximum consumption of oxygen by the body
________10. Improves cardiovascular and cardiovascular function
________11. Increasing the supply of blood to muscles and the ability to make better use of
oxygen
________12. Lowers heart rate and blood pressure
________13. Lowers the accumulation of lactic acid which causes pain and muscle burning
________14. Lowest systolic and diastolic blood pressure in patients suffering from
hypertension (high pressure)
________15. Increasing levels of good HDL cholesterol in the blood
________16. Reduces high blood triglycerides
________17. Improvement of glucose metabolism reduces insulin resistance and therefore
lowers the risk of diabetes or regulates better the disease if it has already occurred.
________18. Reduces psychological stress, improves mood with more vitality, reduces risk of
depression or anxiety
________19. Greater resistance to fatigue
________20. Helps us to sleep better
When you finished checking the benefits, share to your friends.

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Activity 5. Look and Tell!

Study the samples of fermented foods below and answer the following questions.
Source from https://www.lanjochiro.com/2017/05/ Source from https://triptheislands.com/food-and-drinks/
Source from https://www.flickr.com/photos/tsubibo/3414442728/
1. List some advantages and disadvantages of food fermentation.

Advantages:
a. __________________________________
b. __________________________________
c. __________________________________
Disadvantages:
a. __________________________________
b. __________________________________
c. __________________________________
2. Fermentation is a natural process, explain its importance in food processing.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________.

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3. If you were to conduct food fermentation, what would it be? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________.
Congratulations for completing the tasks!
Reflection:
Complete the statement.
1. I have learned that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. I enjoyed most
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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References:
Olivar, Jose II Tolentino and Morales-Ramos, Anna Cherylle. (2016). Exploring Life through
Science Series. Earth and Life Science. Phoenix Publishing House, Inc.
Dunsby, Megan. (2016). Business ideas for 2016: Fermented Foods. Retrieved from
https://startups.co.uk/business-ideas/fermented-foods/
Ekberg, Sten. (2018, February 5). Aerobic Exercise vs Anaerobic Exercise. Retrieved from
https://www.youtube.com/watch?v=lVeAK_muXsE.
Hoffman, Ethan. (2018, August 20). Types of Cellular Respiration: Aerobic vs. Anaerobic.
Retrieved from https://www.profolus.com/topics/types-of-cellular-respiration-aerobic-vs-
anaerobic/
The 20 benefits of aerobic exercise. (2020). Retrieved from

https://www.manageyourlifenow.com/the-20-benefits-of-aerobic-exercise/
Answer key:
Activity 1. Warming Up!
1. Complete the chemical equation below.
a. Aerobic Respiration
C6H12O6 + 6O2 = 6CO2 + 6H2O + ATP
b. Ethanol Fermentation
C6H12O6 → 2 C2H5OH + 2 CO2 + 2 ATP
c. Lactic acid Fermentation
C6H12O6 → 2 CH3CH (OH) COOH + 2 ATP
2. Fill out the missing information to differentiate aerobic respiration and fermentation
FERMENTATION
AEROBIC RESPIRATION
Inputs
Glucose and oxygen Glucose

End products
ATP, H2O and CO2 ATP and lactic acid
or ATP, ethanol, and CO2

lOMoARcPSD|36291444
Presence of Oxygen
With oxygen Without oxygen
Required Stages
Glycolysis, Krebs cycle, Electron Transport Glycolysis, fermentation
Chain
Number of ATP produced
36 ATP 2 ATP
Activity 2. Let’s analyze!
1. What are the advantages of aerobic respiration and fermentation?

Suggested answer:
In aerobic respiration, at least 36 ATP can produce from one molecule of glucose. Water
and carbon dioxide as by-products are important in photosynthesis. In the case of fermentation, it
produced 2ATP from glucose without the presence of oxygen. The other products, Lactic acid or
ethanol is widely used in preserving food or in producing beverages.
2. How carbon dioxide is produced in fermentation?

Suggested answer:
The metabolism of pyruvate from glucose produces carbon dioxide.
3. State the significance of carbon dioxide in the environment.

Suggested answer:
Green plants absorb carbon dioxide from the environment to manufacture food with the
presence of water. This process is called photosynthesis.
4. Lactic acid is produced by some bacteria through fermentation, can the human body cells
generate the same? When does this happen?
Suggested answer:
Yes. Lactic acid builds up when muscle cells experience fermentation during excessive
exercise when oxygen runs low.
Activity 3.
1. Put a tick (/) mark on the blank if the item/s is an example of aerobic activity otherwise place a
cross mark(X).
___x__1. 100-m sprint
___/__2. Running for 20 minutes
___x__3. Squatting
___/__4. Dancing
___/__5. Long distance running or marathon
___/__6. Cycling
___x__7. Body weight training
Activity 4. Answer may vary

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Activity 5. Answer may vary.
1. List some advantages and disadvantages of food fermentation.
Suggested answer:
Advantages:
a. It has health benefits

b. It has economic benefits
c. It is rich in probiotics
d. It preserves foods for longer period.
e. It produces hydrogen gas
Disadvantages:
a. It is easy to contaminate
b. It can cause diseases
c. Excess consumption of alcohol can lead to intoxication
d. It produces unpleasant odor
e. It has sour taste
2. Fermentation is a natural process, explain its importance in food processing.

Suggested answer:
The lactic acid produced through fermentation inhibits food spoilage by controlling the
growth of bad bacteria.
3. If you were to conduct food fermentation. What would it be? Why?
Answer may vary.
Prepared by:
JUDITH E. DELOS SANTOS

Judith.mabi0826@gmail.com
CAGASAT NATIONAL HIGH SCHOOL-MAIN

General Biology 1 Quarter 2

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General Biology 1 Quarter 2

science (Cagayan National High School)

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LEARNING ACTIVITY SHEET

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Republic of the Philippines

Printed by: DepEd Regional Office No. 02

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Compentency Page number

• Explain the importance of chlorophyll and other

• Describe the patterns of electron flow through light

• Describe the significant events of the Calvin cycle.

• Distinguish major features of glycolysis, Krebs cycle,

• Describe reactions that produce and consume ATP.

• Explain the advantages and disadvantages of

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LEARNING ACTIVITY SHEET

BACKGROUND INFORMATION FOR LEARNERS

All organisms continue to live because of energy .But how do organisms –

Endergonic Reactions (Anabolic Reactions) are nonspontaneous and

Practice Personal Hygiene at all times. 1

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Practice Personal Hygiene at all times. 2

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Image adopted from https://images.app.goo.gl/xYqD7GFcqLkZvDku6

Coupled Reaction is a chemical reaction with a common intermediate in

Practice Personal Hygiene at all times. 3

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To restore the third

Image Adapted from https://www.youtube.com/watch?v=DzBUENjk6ZE

Activity1.1: WARMING UP!

2. Differentiate Exergonic and Endergonic Reactions.

Practice Personal Hygiene at all times. 4

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Activity1.1: WORKING OUT!

RUBRIC FOR SCORING

Practice Personal Hygiene at all times. 5

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Direction: Accomplish this part honestly.

3. I want to learn more on

REFERENCES FOR LEARNERS

Practice Personal Hygiene at all times. 6

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Activity 1.1: WARMING UP!

2. Differentiate Exergonic and Endergonic Reactions.

Practice Personal Hygiene at all times. 7

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LEARNING ACTIVITY SHEET

BACKGROUND INFORMATION FOR LEARNERS

The Structure of ATP

ATP: Adenosine Triphosphate

Adenosine triphosphate (ATP) is comprised of the molecule adenosine bound

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bonds between the phosphates are equal high-energy bonds (phosphoanhydride

ATP Hydrolysis and Synthesis

ATP is hydrolyzed into ADP in the following reaction:

ADP is combined with a phosphate to form ATP in the following reaction:

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WHAT’S YOUR ROLE?

Name of Learner: ______________ Grade Level: _